In this study, we analyze activities in which early childhood education and care (ECEC) teachers, together with pairs of children, engage in digital storytelling activities with a tablet application. The participating teachers and children speak more than one national language, and the activity has been pursued with the intention of supporting children’s full use of their various semiotic repertoires. Theoretically informed by a sociocultural perspective, the notion of semiotic repertoires here refers to not only national languages, such as English and Swedish, but also other semiotic means for communication such as sign language, gestures, and drawings. With the purpose of addressing how ECEC can be responsive to children’s repertoires of semiotic means of communication, the research question asked is: How are various semiotic repertoires introduced and responded to in the storytelling activities? The results consist of a differentiation and specification of the meaning of responsivity in the context of semiotic repertoires. The implications for children’s participation in developmental activities and the ambition of creating socially just ECEC institutions are discussed.

在本研究中，我们分析了幼儿教育和保育 (ECEC) 教师与成对儿童一起使用平板电脑应用程序进行数字讲故事活动的活动。参与的教师和孩子们都讲一种以上的民族语言，开展该活动的目的是支持孩子们充分利用他们的各种符号库。从理论上讲，从社会文化的角度来看，这里的符号库概念不仅指英语和瑞典语等民族语言，还指其他交流符号手段，例如手语、手势和绘画。为了解决幼儿保育如何对儿童符号学交流手段作出反应，提出的研究问题是：在讲故事活动中如何引入和回应各种符号学手段？结果包括符号学背景下响应性含义的区分和规范。讨论了儿童参与发展活动的影响以及创建社会公正的幼儿保育机构的雄心。