ABSTRACT
This chapter focuses on two-year-old children’s digital literacy practices in the context of their homes in Finland. Drawing on a socioculturally framed understanding of digital literacy as a tool-mediated social practice, we investigated how these children negotiated their digital literacy practices with their parents and the agency of children and parents in these practices. The findings make visible the relational dynamics of the children’s digital literacy practices realised through a reciprocal interplay of child and parent initiations. The negotiation of the children’s digital literacy practices was strongly based on parental values and conceptions of what it means to be a parent and a child in the digital age.
