Information and Communication Technology (ICT) is acknowledged as being a significant part of many people's lives, including young children. Educational research suggests that the very nature of ICT, with its ever growing range of equipment and programs and increasingly interactive features, requires relational and collaborative pedagogical practices to accompany it. This aligns with evaluations of ICT use in Aotearoa New Zealand Early Childhood Education, that identify the need for more thoughtful and purposeful ICT pedagogy. This paper draws on findings from a small case study which examined, through a democratic lens, the relationship between ICT and teaching and learning. It argues that notions of democracy can add to an effective Pedagogy of ICT in early childhood education.