The aim of this presentation is to highlight some aspects of the relation between, digitalization, play and aesthetics among children in preschool. The analysed material is part of an ongoing study. Research about digital competences and digital relations in preschool takes one of its starting points in discussions about digital competence as a key competence in relation to lifelong learning (EU, 2007; Letnes, 2017; Sönnerås, 2017). And at the same time in the possibilities of developing digital skills as part of daily activities in relation to processes of learning (cf. Letnes, 2017). By taking the theoretical point of entry within post-humanism, with Barad (2003, 2007), and in poststructuralism, with Deleuze and Guattari (2013), I understand the relation between the researcher, the digital tools, the preschool, and the children as flattened out (cf. Jackson & Mazzei, 2012). The research material that is presented is part of a qualitative study with an ethnographic as well as a post-qualitative (Lather, 2013; Lather & St Pierre, 2013) approach. Parents, children and teachers have agreed to participate in the study, and the chosen theoretical framework includes ethical considerations throughout the research process (cf. Lenz Taguchi, 2010; Magnusson, 2017). By following assemblages (Deleuze & Guattari, 2013) and looking at intra-actions (Barad, 2017) in digital events, the children and their digital relations show how important aspects of aesthetics and play are in relation to learning together with digital tools. The result may be of interest to researchers, as well as for teachers and children in preschool.