Digital technology has become part of children’s activity, but «How do inclusion and exclusion appear in children’s interaction by the computer, and how is this process interpreted by the pedagogues?» Based on socio cultural perspectives on development of knowledge the results are interpreted within pragmatism as a philosophical orientation. The qualitative data material is constructed in the course of an eight months’ micro-ethnographic fieldwork period in three Norwegian kindergartens. The main findings indicate that control seems to be important in children’s world, also where digital technology is part of the activity, and that the pedagogues need to further develop their didactic competencies in this field in order to be able to take an active and constructive part in these activities together with the children.

Keywords: kindergarten children, digital context, interaction, inclusion/exclusion, narratives