In this paper, we reflect on findings from the ongoing, ESRC-funded study ‘Toddlers, Tech and Talk’, which focuses on the under-researched phenomenon of how digital technologies shape 0-36-month-old children’s early talk and literacy experiences at home in diverse minority and majority communities across the UK. We’ll briefly outline the study aims, design, and ethical commitment to respond flexibly and imaginatively to the preferences of ethnically and socio-economically diverse families. Focussing on our work with multilingual families, we’ll discuss how very young children enact rich translanguaging repertoires as they interact with distant family and friends via video and audio chat apps as part of their family’s rich media and linguistic ecology.