This empirical study investigated the manifestation of prosocial sharing behaviours and how this interplayed with preschool-aged children's Theory of Mind (ToM), described in cognitive science as one's ability to ascribe mental states to others and how the ascribed states are used to explain and predict the actions f others, when using media and technology, i.e., iPads. The following research questions were explored: 1) In what ways do ToM and the prosocial behaviour of sharing manifest among preschool-aged children interacting with iPads?; 2) What are the effects of iPad use on the manifestation of ToM and prosocial behaviours of sharing among preschool-aged children?; 3) What are the possible connections between a child's ToM and their prosocial behaviour of sharing? The study is grounded in empathy-altruism theory, social exchange theory, and social learning theories. It employed a mixed methods approach that used design-based research (DBR) strategies and video ethnography for data collection. This paper focuses on the final phase with preschool-aged children, a definitive test group (n=5) (three and four years old) early childhood education (ECE) settings. The teaching intervention was tested: 1) Reading digital story "Mine," 2) ToM storybook task battery, 3) demonstration of "Chatterpix Kid," and 4) limited iPad to children ratio using "Chatterpix Kid" to animate pictures taken. Data were analyzed using qualitative open-thematic coding methods and statistical methods, including Chi-square and Cohen's Kappa for agreement. The qualitative and quantitative results indicated that all children participants had ToM attributes and incidents of prosocial behaviours occurred more than nonsocial or antisocial behaviours when using media and technology. The study's findings underscore the importance of exploring "in situ" children's ToM, using point of view wearable cameras, and continued research to understand short and long-term implications of media and technology in early childhood education.