Children of the modern age grow up surrounded by digital technology. It is becoming the rule that children make their first contact with digital technology from an early age. More and more children own their digital devices before going to school. This encourages thinking about the implementation of digital technology in preschool institutions. In this way, children's digital competencies would be developed by the needs for the same. However, changing work with children in parents and educators causes fear, suspicion, and unpreparedness. This paper deals with precisely this issue. Different possibilities and influences of digital technology on the preschool child are singled out. The importance of systematically introducing the child to digital technology is emphasized to reduce the negative impacts and express the benefits that modern technology brings. Since parents and educators play the most significant role in a child's growth and development, the work inevitably reflects their views and readiness to raise children of the digital age. The presented theoretical part is complemented by research. The research aimed to understand and gain insight into the attitudes of parents and educators and their self-assessment of children's digital literacy competencies. The discussion with the parents was completed by questioning the children. The research was approached by quantitative methods through interviews with children and focus groups with parents and educators. The analysis of the results of the discussions showed that both parents and educators are aware of their insufficient competence to work with children of the digital age. Educators understand the importance of developing digital competence and acknowledge dissatisfaction with the insufficient support of the professional team. Parents, on the other hand, show confusion and poor familiarity with all aspects of digital competence. Interviews with children confirmed the need to encourage the development of digital technology and the danger of neglecting it. The research results indicate the urgency of enabling digital competence development first in parents and educators and then in children. It is necessary to organize more training that deals with the problem of education. However, to make this possible, more research needs to be conducted first, covering digital technology and early and preschool education.