Writing and drawing produced by children 28-53 months old were compared. Israeli and Dutch preschoolers were asked to draw and write, to classify their products as drawing and writing, and to decide what they had drawn or written. Israeli and Dutch mothers classified the products. Scores on a scale for writing composed of graphic, "writing-like," and symbolic schemes showed improvement with age. Recognition of drawings as drawings preceded recognition of writings as writings. Scores on writing and drawing were substantially correlated, even with age partialed out, suggesting (a) that when children start drawing objects referentially, they write by drawing "print" and (b) that progress in object drawing involves progress in drawing print, so that their writing becomes more writing-like. Children unable to communicate meaning by writing spontaneously resort to drawing-like devices, indicating the primacy of drawing as a representational-communicative system.