The purpose of this study was to compose the contents of the digital competence for early childhood teachers based on literature, interviews, and surveys. For this purpose, prior research analysis, group interviews with 7 teachers and professors, expert content validity, and a survey of 209 kindergarten and daycare center teachers were conducted. The research results are as follows: First, the contents of digital competence(draft) for early childhood teachers, which were constructed based on literature, group interviews, and content validity, consisted of 33 competencies in 7 areas. Second, as the result of the survey, there was a significant difference between the required level and the current level of the digital competence (draft) for early childhood teachers. In the Borich needs and The Locus for Focus model, it was found to be the competence requiring intensive or moderate management excluding ‘competence 8(programming terms and understanding algorithm logic)’. Third, based on the survey results, competence 8 was deleted, and the final digital competence for early childhood teacher was composed of 7 areas(digital education policy and understanding curriculum, acquisition of digital information and literacy, implementation in education and content creation using digital, and management of digital education environment. digital communication and cooperation using digital, fostering digital citizenship, and digital professional development) and 32 competencies. In order to enhance the digital competence for early childhood teachers, systematic education and financial support from the government for the construction of a digital environment are needed.