The growing interest in researching and documenting young children's perspectives and experiences, has led to an increasing use of visual methods, such as photographs and videos. Studies to date, however, have seen artifacts as neutral tools, and have not revealed the differences between the functions of visual artifacts in the research process, and their functions in children's lives more broadly. In view of this, we scrutinize the function of visual artifacts, using Wenger's notion of reification, Vygotsky's idea of mediation, and Wartofsky's historical epistemology. We enliven the theoretical discussion by featuring illustrative vignettes from our previous study conducted at a Finnish preschool. We then discuss the consequences of our analysis in terms of documentation, and joint reflections that capture and construct the children's experiences. A number of educational implications are highlighted.