ABSTRACT
The cultural and critical perspectives underpinning this chapter acknowledge the opportunities for new ways of knowing afforded by digital technologies and the expectations of contemporary society. The chapter argues for a nuanced, situated understanding of young children’s encounters with digital media and draws upon empirical evidence to review the place of digital technologies in the everyday lives of young learners from birth to eight years. Relationships, values, choices, and the practices of the young children themselves, and their parents and educators, all influence how children learn, play, and make use of digital resources, both at home and in educational settings.
