The aim of this study is to examine the profile of the digital home learning activities (HLA) in families with young children and how these activities might influence children's outcomes. Despite the importance of home learning environment for child development (e.g. Sammons, Toth, Sylva, Melhuish, Siraj, & Taggart, 2015) little is known about the influence of the new, digital home environment in children's academic and socio-emotional outcomes. Adopting an ecological perspective this study will examine both traditional (e.g. reading books) and digital (e.g. video games) home learning activities (Dearing & Tang, 2010). The study will use secondary data from "The Longitudinal Study of Australian Children (LSAC)". Regression analysis and latent growth analysis will be implemented to examine the profile and socio-demographic characteristics of the digital HLA at the age of 4 to 5 and explore the possible influence of the digital HLA in children's outcomes at the age of 8 to 9. The Australian Institute of Family Studies has approved the content and methodology of the LSAC study. Children, families and teachers are not identifiable in the data and only authorised persons have access to the information. Findings will provide evidence of the possible influence the digital HLA have on children's outcomes (intelligence, emotional problems, academic performance). Socio-demographic characteristics and relation to the profile of the digital home will also be discussed. Findings will enhance our understanding about the significance of digital home learning environments and inform community and family intervention programmes, especially for less privileged and poor families.