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For many young children in developed countries, family and community life is mediated by digital technology. Despite this, for early years educators, the process of integrating digital technologies into classroom practice raises a number of issues and tensions. In an attempt to gain insights from early years teachers, we draw from semi-structured interview data from ten practising teachers which explored their perspectives on digital technologies within their personal and professional lives, and of children's use of digital technologies within and outside educational settings. Our analysis builds on previous work that suggests that teachers draw on multiple discourses related to conceptualisations of childhood when thinking about digital technology and young children. In this paper we contribute to these discussions, drawing specifically on examples from the data where teachers articulate their understandings of children's use of digital technology where this relates directly to children's literacy practices. We assert that narrow conceptualized notions of literacy, compounded by national imperatives to raise print literacy standards, add another layer of discursive complexity that comes to the fore when teachers are asked to provide a rationale for the promotion of digital literacies in early years classrooms. A broader framing of literacy therefore, is needed if the potential of digital technologies in the early years is to be realized.