In a design research study conducted in Swedish preschool class, children were asked: In how many ways can three toy bears sit in a sofa? In the initial design cycle the children who used pictographic representations seemed to make more systematic solutions with less duplications than children who used iconic representations. A later design cycle involved a digital application that was designed to provide an opportunity to work with pictographic representations on a semi-concrete level. In this paper, we make a comparison of paper and pencil documentation made by children who have used, respective not have used; the digital application. The results indicate that working with the digital application resulted in more systematic paper and pencil documentation with fewer duplications.