Zhao Qianyi, Li Wenting

Sichuan Preschool Educators College

Abstract：

Based on an analysis of digital competence under the localized OECD framework, this study systematically sorts out the dilemmas restricting the development of preschool teachers' digital competence from three core dimensions: preschool education and teaching practice, kindergarten management and leadership, as well as teachers' knowledge construction and professional development. The main difficulties are as follows: first, digital technology application in education and teaching remains superficial and teachers suffer from insufficient capabilities; second, teachers lag markedly in management and leadership capacity and encounter a host of practical challenges; third, outdated knowledge structures hinder their adaptation to developmental demands of the intelligent era. Accordingly, this study puts forward targeted strategies: firstly, enhance capabilities in screening digital resources, conducting digital observation and assessment, and designing teaching activities; secondly, strengthen digital communication between kindergartens and families to improve the effectiveness of collaborative education; finally, promote digital teaching research and professional collaboration. These measures aim to comprehensively elevate preschool teachers' digital competence and effectively facilitate the high-quality digital transformation of preschool education.

Key Words：

preschool teachers; digital literacy; digital competence; intelligent era