This study aims to examine the experiences of children playing digital games in early childhood from the perspective of parents. Within the scope of the study, the attitudes of parents towards their children's use of digital games, the restriction strategies they apply and the forms of accompaniment are discussed. In addition, the perceived effects of digital games on children's social, emotional and cognitive development; the effects of children's digital knowledge and skills on parents and the new roles that emerge in the parent-child relationship as a result of these interactions are examined. The theoretical basis of the study is Vygotsky's sociocultural learning theory and the reverse mentoring approach. In this context, children's sharing of knowledge and experiences with their parents through digital games brings to the agenda the forms of mutual interaction that point to the two-way nature of learning. The study is structured within the framework of a case study, one of the qualitative research designs. The study group consists of 12 participants selected through easy accessibility from parents with children between the ages of 4-8. The data were collected through a semi-structured interview form and analyzed through content analysis. The research process was conducted in accordance with ethical principles and the interviews of the participants were conducted based on voluntary participation. As a result of the research, three themes and subthemes related to the digital games played by children were determined: (1) parental attitudes and behaviors, (2) parental role and interaction with the child, and (3) parental knowledge and evaluation of the game. In the theme of parental attitudes and behaviors, two subthemes were reached: positive perceptions and concerns. In the theme of parental role and interaction with the child, five subthemes were determined: spectator role, accompanying role, restrictive role, learning role, and experience of changing roles. In the theme of parental knowledge and evaluation of the game, the subthemes of paying attention to educational content, awareness of security and advertising content, age-appropriateness evaluation, and use of inspection and control tools emerged. The themes obtained shed light on the forms of interaction between children and their parents in digital games, the roles of parents in this process, and evaluation approaches to digital content.