Developing a solid and well-structured teacher competence framework is key to guaranteeing the quality of teaching at all educational stages. In this context, the Ministry of Education, Vocational Training, and Sport has proposed a draft Teaching Competence Framework to establish a standard reference for teacher training and assessment in Spain. This study analyses this competency framework from the perspective of early childhood education teachers to assess its applicability and relevance at this educational level.

For this purpose, a data collection process based on qualitative methodology was carried out, using discussion groups as the primary tool for analysis. Different meetings were organized with active Early Childhood Education teachers to gather their perceptions, assessments, and proposals for improving the competence framework.

The results show that the proposed competency framework is perceived as a comprehensive and exhaustive document with a clear structure that facilitates its understanding and application. The competencies described are considered relevant, providing a valuable reference for teachers' professional development. However, the study participants have identified the need to make certain adjustments to ensure a better adaptation to the specific reality of Early Childhood Education.

Keywords: Early Childhood Education, teaching competencies, teacher training, competence framework, focus groups.