Young children’s engagements with digital technologies form part of their emergent everyday literacy practices. The study reported here derives from the pan-European study ‘A Day in the Digital Lives of Children aged 0-3’. The methodology was centred on the videoing of an entire day’s experiences of a child aged under 3, together with a reflective interview with the parents and inventories related to digital access, skills and activities of the child. In this paper, we look at three children in Spain, Sweden and England, respectively. We examine our data through three prisms. (1) Spatio-temporal: We consider the children’s engagements in terms of their appropriation of space, in relationships with others in the home and the intimate geographies of young children’s digital literacies. (2) Parental discourse: We use the tensions and contradictions for families framework to examine the selection and monitoring of digital literacies. (3) Practice: Drawing on the first two prisms, we zoom into how children engage with tablet devices and television. Our research demonstrates richness, diversity and agency in these young children’s practices with technologies. We propose the concept of living-room assemblage as an analytical metaphor to understand the macrohabitats of young children’s digital literacies and practices, which emerge as multi-layered, creative and co-occurring with other family activities.Our analysis also explores the challenges presented to parents and the ways in which they navigate tensions and contradictions in their media and digital environments, which are condensed in family practices and discourses around tablets and television.

中文翻译：

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空间和实践：让 3 岁以下儿童在西班牙、瑞典和英国的家庭中使用平板电脑和电视

幼儿对数字技术的参与构成了他们新兴的日常识字实践的一部分。此处报告的研究源自泛欧研究“0-3 岁儿童数字生活中的一天”。该方法的核心是对 3 岁以下儿童一整天的经历进行录像，同时与父母进行反思性访谈，并了解与儿童的数字访问、技能和活动相关的清单。在本文中，我们分别考察了西班牙、瑞典和英国的三个孩子。我们通过三个棱镜检查我们的数据。(1) 时空：我们从儿童对空间的占用、与家中其他人的关系以及幼儿数字素养的亲密地理方面考虑儿童的参与。(2) 家长话语：我们使用家庭框架的紧张和矛盾来检查数字素养的选择和监控。(3) 练习：利用前两个棱镜，我们放大了孩子们如何与平板设备和电视互动。我们的研究证明了这些幼儿在技术方面的实践的丰富性、多样性和能动性。我们提出了客厅组合的概念，作为一种分析隐喻，以了解幼儿数字素养和实践的大栖息地，这些环境是多层次的、创造性的并与其他家庭活动共同发生。我们的分析还探讨了对儿童的挑战。父母以及他们在媒体和数字环境中应对紧张和矛盾的方式，这些紧张和矛盾凝聚在家庭实践和围绕平板电脑和电视的话语中。