Research increasingly recognizes the importance of social emotional and embodied learning in early childhood, and yet few studies provide early childhood researchers and teachers with tools for documenting and interpreting the meanings made in these languages. At the same time, many early childhood teachers in Reggio Emilia-inspired programs and others take hundreds of photographs for documentation of children's learning, and yet are uncertain about what to look for in them. In this qualitative study, which occurred in a Reggio Emilia-inspired preschool classroom in the southeastern U.S., photographs from regularly occurring classroom activity were analyzed with a research method called the Visual Learning Analysis (VLA). The VLA revealed evidence of children's social emotional and embodied learning and made visible the teacher's value of children as capable of reflection and of making choices about materials and learning spaces. It offered an opportunity to discuss how children explored and used materials according to their own timeframes within authentic social relationships. Findings from this study indicated that the VLA is a useful tool for teachers and coaches, as well as researchers, to see more in photographs of children engaged in classroom activity and suggest that the VLA process can support early childhood teachers' professional development.