Digital resources permeate today's society and are everyday objects in many children's lives. As there is a need for more studies about children's rights concerning issues of protection as well as influence and participation in relation to digital resources, this article explores preschool practitioners’ reflections on children's rights in the context of their digital teaching practices. We examine possibilities and constraints in practice, using affordances as an analytical lens. The data comprise 13 individual interviews with Swedish preschool practitioners, based on video stimulated reflection on digital activities observed in their preschool setting.

The findings suggest that practitioners see digital resources as having the potential to support children's rights, particularly in promoting participation and transcending physical boundaries. However, they emphasise the importance of being active and critical practitioners, noting that digital resources alone do not automatically facilitate children's rights.

In conclusion, our contribution lies in unpacking the affordances of digital tools in preschool settings through the lens of children's rights, while also offering concrete examples of how this work can be applied in practice. Hence, the study offers practical implications for educators, policymakers and curriculum developers seeking to integrate digital resources in preschool education while upholding children's rights.