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The purpose of this study was to explore preschoolers’ collaboration during a designing session, where they received a task to collaboratively design and sketch forest animals’ nests. The article focuses particularly on children’s verbal and embodied interactions, as well as children’s social roles in their groups, depending on their ability to use language. Children’s activities were examined within Vygotsky’s (1978) sociocultural framework for learning and classified using a micro-level analysis methodology for tracking children’s collaboration and meaning making in designing (Ash, 2007). The results showed that six-year-old preschoolers succeeded in working collaboratively and they managed to solve the designing task with their peers, but embodied expressions also played a notable role in designing. Four types of roles, which children had in their peer groups, were found.