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This doctoral research focuses on teachers’ role in interactions with groups of children (age 3-5 years) during play with coding toys. I investigate how the teachers support preschoolers’ mathematical learning and critical thinking in digital play. The study is part of the project DiCoTe (Increasing professional Digital Competence in ECTE with focus on enriching and supporting children’s play with coding toys). The project has as main goal to increase Norwegian preschool teacher students’ and preschool education teachers’ professional digital competence by developing resources for the preschool teacher education and implementing these resources in all institutions that provide such education in Norway. The purpose of this PhD study is to increase the knowledge about preschool teachers ‘experiences from pedagogical use of digital toys. The primary goal of the study is to understand how early childhood teachers can make critical thinking accessible and tangible to young children and which pedagogical strategies can best foster their mathematical learning.