In the example with the 1 year olds investigating sinking and floating in the previous chapter, the teachers experienced that learning events can be understood as events of an intertwined material-discursive and embodied reality in the intra-action between different kinds of matter and discourse. They saw that learning was not simply an individual cognitive process set in motion from within each individual child, but that the force of learning does not separate thinking and bodily doings from objects, matters, time, spaces and places. Teachers could see in their documentation how learning is a collaborative process of meaning-making taking place between human subjects, their bodies and things, in specific places and spaces around questions and problems arising in the moment or event of investigation, constituting important turning-points in the event. This would make the teacher – Malin – change the material conditions of her practice, sometimes in the midst of the process, and sometimes after having read and analysed the documentation afterwards. Hence, aspects of time and timing are important when discussing how we use pedagogical documentation when we want to use it to challenge and develop learning-processes among children and teachers.