It is recognized that it is important to develop activities that involve children in the use of different digital resources. However, this involvement must be gone with, mediated, and supervised by a responsible and knowledgeable adult, thus making digital resources helpful and beneficial for the progress of children’s different skills. The research we have carried out has focused, among other things, on the following goal: To understand the beliefs of kindergarten teachers and 1st cycle elementary school (1st CEB) teachers about the strengths and weaknesses of their digital literacy, to assess the different stages or levels of digital skills devel- opment. Data collection, using a questionnaire survey, was carried out in a school grouping in a city in the north-east of mainland Portugal. Considering the results obtained, it should be noted that some steps are being taken to implement digital literacy in educational contexts. However, we believe that some aspects can be worked on and developed to promote the use of digital technologies, to prepare children for a more digital, innovative, and creative age, without neglecting their safety and preferences. There are sometimes difficulties experienced by profes- sionals that cause them to put off using digital technologies in their educational practices, either because of the age group they work with or because they are unwilling to invest more in their training.
