Information and communication technology (ICT) is acknowledged as being a significant part of many people’s lives, and for many young children it forms the backdrop to their lives. Research suggests the very nature of some ICT requires relational and collaborative pedagogical practices to accompany it. This article draws on findings of a small case study which examined, through a democratic lens, the relationship between ICT and teaching and learning. Exploring three experiences involving children and teachers in relational teaching and learning with ICT, this article presents the view that ICT can be used to help define and sustain democratic pedagogy and practices in early childhood settings. As a result this can further contribute to a stronger pedagogy of ICT.