The acceleration of digitalization and the inequities exposed during the pandemic triggered a shift in education policies for many countries to integrate digital technologies in the pre-primary sector. Moreover, the professional development of Early Childhood Education and Care (ECEC) staff in the use of digital technologies has been a priority and recommendations are being made for the design of training programs to include the development of such competences. In this context, ECEC professionals need to possess the necessary digital competence to meet their work responsibilities, while supporting the learning and development of children. On the other hand, evidence suggests that ECEC professionals have the lowest self-efficacy perceptions on how digital technology can support children’s learning and development.

Based on the European framework for the digital competence of educators (DigCompEdu) and in response to Digital Education Action Plan suggestions (DEAP 2021-2027), the SELFIEforTEACHERS tool has been developed for school education teachers to assist them reflect on their practices, become aware of their level of digital competence and pursue further improvement. However, SELFIEforTEACHERS does not correspond to the priorities of the ECEC sector. To meet this need, the Joint Research Centre in collaboration with various stakeholders has adapted SELFIEforTEACHERS for ECEC professionals.

The aim of this paper is twofold. To present:
(i) the process of adapting SELFIEforTEACHERS for ECEC professionals, while taking into consideration the priorities of the particular sector,
(ii) the outcomes of a focus groups’ discussions study devoted to the ECEC version.

The adaptation process of SELFIEforTEACHERS for ECEC comprises: Review of the national curricula and identification of key terminology; alignment with DigCompEdu and consultation of existing SELFIEforTEACHERS translations; recurring, step-by-step translations; review and refinement and indicative back translation.

The focus groups’ discussions, which were conducted at 5 European countries with ECEC professionals, provided evidence that they value the self-reflection process through SELFIEforTEACHERS and appreciate the relevance of the tool to their pedagogical practice, digital competence, professional learning priorities and desired practices.

The European Commission will launch the ECEC version of SELFIEforTEACHERS within 2024 with the purpose to assist the professionalisation of ECEC staff, while accommodating the priorities of DEAP 2021-2027 for the digital transformation in Europe.

Keywords: SELFIEforTEACHERS, Early Childhood Education and Care (ECEC), self-refection, digital competence.