ABSTRACT
In our chapter, through examples of young children’s learning at home from two research projects, both in Canada and Australia, we examine three themes: (1) complex entanglements of objects, texts, and artifacts in children’s home learning and play; (2) increasing ‘unnruliness’ with the arrival of mobile digital technologies, and how these are providing a different sort of agency and expertise for young children in pursuing knowledge and interests; and (3) our observations of new forms of boundary blurring and crossing across contexts of home, school, and local and global entanglements, as they are being mediated by these digital practices and artifacts. As well, we address our collective and individual attempts (and questions about) research through ‘messy’ ethnographic methods in our work with children.
