According to the National Curriculum for Early and Pre-School Education (2014), digital competence is one of eight key competences for lifelong learning. "It is an important resource for children's learning in the kindergarten, a tool for documenting educational activities, and helping educate children to self-evaluate their own activities and learning processes." (National Curriculum for Early Childhood Education and Pre-School Education, 2014) The documenting of the educational process is key to raising the quality, and it is very much facilitated by information communication technologies. However, there is a problem in the Republic of Croatia because the educators during the initial education and later did not acquire competencies for using ICT, and today it is one of the key competencies that educators need to develop from early and pre-school age. For the purpose of this paper, a survey was designed and a research was carried out involving 50 educators. The aim of the research was to find out how educators understand the concept of digital competences, how much ICT is used in their private and business environment, and how many educators think ICT competence is important for the development of digital competencies. From the research, it can be concluded that educators are not entirely sure what digital competence is. Most of them linked digital ICT competence, but some were not in the pursuit of what it was. It is assumed that many respondents do not know that it is part of the curriculum. Those who are used do not exploit enough or do not use everything in their work, for example, 51.11% never use a video camera that is an important tool for documenting the educational process. Also, very high 32.65% of respondents believe that the computer is not a place in the living room room. Accordingly, the assumption is that these respondents are opponents of ICT and its use in kindergarten, and will not develop digital competence in children.