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The purpose of this study was to identify the effect of conversational learning with teacher's divergent questions on the improvement of children's painting expression capabilities. The subjects of this study were 40 (20 in experimental group and 20 in control group) children with 5-year-old in one kindergarten of Kimpo City. This study used the modified Painting Expression Capabilities Evaluation Criteria used by Geum-Seon Lee (1999). The painting expression capabilities of children were scaled in six areas (line, shape, color, content, dynamism, and creativity). The result of this study were as follows; Children in the experimental group who experienced conversational learning with teacher's divergent questions showed better painting expression capabilities (line, shape, color, content, dynamism, and creativity) than those who belonged to the control group. Therefore, teachers need to make the most of conversational learning with divergent questions in children's educational fields to improve their painting expression capabilities.

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