The purpose of this study was to verify the item quality, validity, and reliability of the assessment tool for diagnosing the digital competence for early childhood teachers. To this end, a Google survey was conducted on 250 teachers working in kindergartens and daycare centers in Seoul, Incheon, Gyeonggi, and Chungcheong. The research results are as follows: First, as a result of analyzing the item quality, it was found that the item average did not have an excessively low average, so the difficulty was not high, and there were no items with an excessively small standard deviation.
 Skewness and kurtosis met the criteria and assumed normality. Second, as a result of performing exploratory urine analysis to analyze construct validity, confirmatory factor analysis was performed with 28 competencies of 7 factors, excluding 4 items that were not suitable for factors. As a result, RMSEA, RMR, CFI, TLI, and IFI all met the acceptance criteria, so the model was fit. On the other hand, the standardized estimation coefficient for convergent validity, C.R. All of the values exceeded the acceptance criteria, and both the conceptual reliability and mean variance extract for each factor were more than the acceptance criteria. In addition, as a result of verifying the reliability of each factor, the reliability was found to be high, with Cronbach's α .89 to .94. Finally, 28 evaluation items with 7 factors were derived through validation and reliability of the digital competence assessment tool for early childhood teachers. Therefore, it is expected that it can be used as basic data to compose the contents of teacher education to strengthen digital competence.