Abstract

This study aimed to gain a complex understanding of the technology use of children aged 5 years and younger and the opportunities for play and learning their use enables. Two key challenges associated with field was important in the design of this study. Despite young children’s prolific use of technology in the home, the appropriateness of this age group using technology is often openly questioned and judged. Additionally, very young age as research participants can pose methodological challenges. A qualitative study that focused on home visits was developed to respond to the sensitive nature that this topic can be for parents, and that also supported young children’s participation in the study. This chapter explores three strategies – narratives, self-disclosure and organisational structures of the home visits – that were particularly important for identifying positive learning experiences young children are having with technology in the home, and the implications for early childhood education.