Abstract
AbstractIn current societal debate, opinions on children's use of digital technologies are polarized. This study investigates situated negotiations in everyday interactions by analysing how preschool children talk about digital media in relation to regulations on digital media use. A childhood sociological perspective guides an understanding of how children's experiences with digital media are shaped by their perspectives and social contexts. The findings show the participants managing tensions between home and preschool, resisting adult terminology, contributing to group identity and challenging the preschool rules. By restricting children's media use through policies might lead educators to overlook valuable insights offered by children.
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