This paper investigates preschool teachers' considerations for including digital tools in their teaching of science to develop children's learning and meaning making of the science content. The ongoing digitalisation in society has affected education, and the use of digital tools has increased significantly. Recent research about digital tools in early childhood teaching focuses on different aspects of technology implementation. However, there is a gap in the research into what considerations that support preschool teachers' choices of what, why and how they integrate digital tools into their teaching. The reflection tool Content Representations (CoRe) is used to make explicit the teachers' considerations when planning for their teaching. Further video-stimulated recall interviews are used to capture the preschool teachers' reflections on their interactions with children about the specific scientific content. The Refined Consensus Model (RCM) was used as a theoretical framework for analysing the data. The results show that the considerations involved links to the scientific content and other modes, to make the abstract concrete and stimulate engagement and creativity. Consequently, digital tools act as a mediating resource in the learning and meaning making of science content.