In this chapter Brigid Barron and Amber Levinson argue that as digital activities become a growing part of young children’s experiences globally it is vital to consider not only what content children use, but also the social context and ways families can use technology collaboratively to support development and learning in and out of school. This chapter also emphasises equity concerns – both access to technology itself and information about how to use technology with children are unequally distributed. Insights from the learning sciences support the importance of social interaction and joint engagement between parents and children in order to get the most out of digitally mediated learning activities. The chapter closes with implications for parents, policy makers, designers and educators who want to leverage media as a resource for cognitive and social development.