This article explores how we may study children's digital content creation as creative processes of production. Based on a case study of 6-16-year-olds' filmmaking in an out-of-school context, the analysis identifies three interlaced categories marking the production processes: Social interaction, semiotic negotiation and practice-based learning. Results demonstrate that joint creation of new film narratives unleashes students' playful exploration, trains multimodal skills, and catalyzes modes of reflexivity that are germane to complex problem-solving. In conclusion, it is argued that digital content creation needs added pedagogical attention as a means of advancing children's democratic rights of expression as societal resources, not as individual requisites.