In this chapter, the author presents two vignettes taken from a broader ethnographic project that examines young children’s digital literacy practices in their everyday environments. These vignettes evidence how young children exhibit agency in their textual practices due to the extended reach of digital technologies and the wide range of early literacy practices, experiences and materials available to them in their home settings. Episodes of the literacy experiences of two children aged three years and four months derived from a 24-month home ethnographic study were analysed using a process of thinking with theory. The findings demonstrate that increased engagement with varied literacy events, facilitated by digital spaces and diverse materials within the home, afforded the children greater control and choice over their early literacy experiences, particularly in their playful creation of texts. The research highlights the limitations of traditional literacy practices prevalent in educational settings based on narrow views of literacy and emphasises the urgent need to rethink literacy models. These models should acknowledge the diversity of learners and their home contexts, drawing on the rich literacy practices children experience in their everyday lives to foster deeper engagement and more meaningful literacy learning.