Kindergarten children's (5-6 years old) ability to communicate geometric shapes, to their classmates, in different modes--verbally, gesturally, schematically--through a game, was investigated. The game motivated the children to describe the shapes in the different modes, by emerging children's thinking process, communication capacity as well as their ability to transmit the surface-visual images of shapes to oral language, to gesticulations and to schematisations. Gestures, as well as written schematisations did not serve as a compliment of speech but on their own and contributed to the identification of the shapes. Both defining and non-defining features of the shapes were expressed in all three modes.