Swedish preschool teachers must systematically document activities in the preschool in order to evaluate the quality of these activities. Pedagogical documentation is one form of documentation that is proposed. The aim of this article is to discuss and create knowledge of structures and tools based on different communicative aspects of pedagogical documentation. The empirical data consists of statements from preschool teachers with many years of experience of using pedagogical documentation. Their statements have been analysed based on Wartofsky's concept of primary, secondary and tertiary artefacts. The study points to the importance of various tools of organization in providing direction and frames for documentation in order to enable structures of communication built on rhizomatic learning.