In this study we analyze children’s map-making and whether these maps make sense to their peers, that is, if they are functional for a reader to be able to orient herself. 20 children (6 years) and their preschool teacher engaging in a theme about maps are followed over several related activities. With an interest in children’s maps making as examples of their modeling, and whether these make sense to others, we analyze the nature of their maps in conjunction with their guided tours: either telling the preschool teacher about their map or letting a peer use their map for finding something hidden. The activities were documented with audio recordings, complemented by field notes. Grounded in cultural-historical theory, the empirical data are analyzed in terms of mediation – and how different mediation constitute different kinds of maps and functions of maps – and addressee (i.e., an actual or generalized other who may interpret and use the maps made). Analyzing examples in chronological order, it is shown, in conjunction with the development of the theme-work, how the children mediate maps and use maps to mediate a part of the environment that also indicate differences in considering the addressee. The implications of the findings for children’s development more generally and for ECEC in times of pressure for more instruction-based teaching are discussed.