This paper focuses on analysis of the level of digital competence among kindergarten teachers in the Czech Republic and examines the relationship between these competencies and the use of digital technologies in educational practice.

Digital competence for pre-primary teachers includes skills in using digital tools and technologies in both direct and indirect educational practice. In direct educational practice, it primarily involves the development of digital competencies in children themselves through the use of digital technologies (e.g., interactive whiteboards, robots, 3D printers, etc.). Teachers must also demonstrate digital competence in areas of indirect educational practice (e.g., electronic class books, photo management, communication with parents, etc.).

The research is structured around two main research questions:
1. What is the current level of digital competence among kindergarten teachers in the Czech Republic?
2. What is the relationship between the level of digital competence among kindergarten teachers and the use of digital technologies in both direct and indirect educational practice?

Data were collected through questionnaires distributed online to kindergartens across the Czech Republic. The questionnaire was divided into two parts. The first part deals with the subjective assessment of the teachers' level of digital competence, the frequency of using digital technologies in kindergartens, and their views on the role of technology in pre-primary education. The second part is based on the European Framework for the Digital Competence of Educators (DigCompEdu) and evaluates the actual level of digital competence using levels A1 (Newcomer) to C2 (Pioneer), which describe specific skills of teachers in using digital technologies in six specific areas.

The results show a discrepancy between the subjective perception and objective measurements of digital competence. A positive correlation was also found between a higher level of digital competence and more frequent and effective use of digital technologies in teaching. The findings suggest the need for targeted professional development aimed at increasing the digital skills of kindergarten teachers, which could lead to better integration of technologies into the educational process and thus to more innovative teaching approaches. The results of the study provide a comprehensive view of the level of digital competence among kindergarten teachers in the Czech Republic and help identify areas where greater support and training are needed, including innovations in pre-service teacher training at faculties of education.

Keywords: Pre-primary education, digital competence of teachers, digital technologies in education.