Abstract
Purpose: The purpose of this study was to examine whether there is a mediating effect of digital competency in the effect of play teaching efficacy of kindergarten teachers on digital play support capabilities,
 Methods: The subject of the study was to collect 313 questionnaires targeting kindergarten teachers. Descriptive statistics analysis, correlation analysis, and hierarchical session analysis were conducted based on the data collected to find out the purpose of the study,
 Results: First, the relationship between play teaching efficacy, digital play support capabilities, and digital capabilities of kindergarten teachers was found to have a significant positive correlation. Second, digital competency was found to play a complete mediating role in the impact of kindergarten teachers' play teaching efficacy on digital play support capabilities.
 Conclusion: In this study, it is meaningful to examine the effect of play teaching efficacy of kindergarten teachers on digital play support capabilities and to verify that digital capabilities play a mediating role. This means that play teaching efficacy and digital competency are key factors in kindergarten teachers' digital play support capabilities.
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