Many young children engage independently and/or collaboratively in self-initiated digital experiences. These experiences vary and may include digital play or gaming, web searching, communication with others, and with curriculum and entertainment-related content. Yet children's digital experiences are contingent upon the design of the technologies to which they have access, the subsequent activities that are encouraged and the opportunities for interaction with adults and peers. Further, the contexts within which technologies are used, and the purposes for their use invariably alter text production. This article closely examines an instance where a five-year old child produced a digital text while playing alongside others in a weekend digital playgroup. Examination of this instance in an out-of-school context reveals opportunities for interaction through the affordances of digital resources, and possibilities for communication with both adults and peers. It demonstrates that even young children can compose and edit as they navigate digital text production.