Referring to psychological concepts of child development inspired by the achievements of Lev S. Vygotsky (1971, 2002, 2006) and John Bowlby (2007), the authors formed a procedural model of sensitive teaching. The sensitive teaching model was referenced to experiences with mobile devices reported by families with young children. The presented study explores the meanings assigned by the caregivers to mobile devices in the parent–child–mobile device interaction. The qualitative content analysis of 97 self-narration resulted in seven categories of meaning: (1) educator, (2) amusement, (3) risk, (4) distractor and inhibitor, (5) replacement, (6) regulator of emotions, (7) biological control.
