This article presents a theoretical and methodological approach towards a greater understanding of the digital everyday lives of children through their own perspectives. The analysis sheds light on aspects of digitalised childhood by applying critical psychology and cultural-historical theory to interview excerpts with children.

The article suggests the theoretical concept of screen ambivalence as a possible way to understand children’s conflictual experiences in specific digital engagements. It is proposed that engaging in curious dialogue with children as knowledgeable agents in their own digital lives provides valuable insight for researchers, professionals and parents alike. Concurrently, it is argued that the commercial functionality of screen technologies must be critically investigated as a developmental condition for children today.