The aim is to contribute to the field of pedagogical documentation in preschool by developing a theory-based didactical tool for practice-oriented reflections on teaching and possibilities to learn. The Swedish preschool curriculum (Lpfö98/2016)highlights preschool teachers' responsibility to observe and analyse children's development and learning in order to develop the preschool practice. Despite this, former research shows that preschool teachers often observe and estimate children individual maturity and development, and do not include a critical review, or a focus on the development of practice (VallbergRoth 2012, Eidevald 2013, Formosinho & Formosinho 2015). As a result of this criticism, there is a demand for ways to observe, document, and reflect that highlight possibilities for learning from a practice-oriented perspective (Eidevald 2013). The theoretical starting point is John Dewey's transactional perspective (Dewey & Bentley 1949/1991), where learning can be described as undertaking actions and experiencing their consequences, changing actions and experiencing potentially new consequences. We will work together with teachers from two different preschools using a method based on ParticipationAction Research (Herr & Anderson 2005, McIntyre 2008, and Reason & Bradbury 2009). Ethical approval has been sought from the preschool teachers, and will be sought from the parents. The research project is in progress but results will be discussed as e.g. differences between preschools, and questions about diversity and multiculturalism in documenting processes. The ambition is, from a practice-oriented perspective, to deepen critical reflections about children's learning and the learning possibilities offered by preschools.