This paper draws upon evidence from a three-year longitudinal study of young children drawing across home, pre-school and school. The study shows how the belief systems of significant adults and more able peers/siblings impact upon the child's access to, use of and beliefs about drawing. Concentrating upon the children when in the Foundation Stage (aged between three and five), the paper highlights: the importance of the mothers role in organizing the home space, the child's time and his or her access to materials; gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.