The technological training of Early Childhood Education students is essential for the development of their Digital Teaching Competences (DTC), and are crucial for their future work as teachers. The aim of the present study is to assess the level of digital competence of students and to analyze the differences between two universities that provide this training at different moments during the degree (1st and 4th years), considering variables such as sex, age, teaching experience, and the use of technology. The methodology used was quasi-experimental, with a pre-test and post-test design, using the DigCompEdu questionnaire to measure self-perception of DTC. The results showed that after the training, the students perceived themselves as having a lower level of digital competence as compared to their estimated level before the training. Likewise, it was found that the first-year students had a greater self-perception of their digital competence as compared to the fourth-year students. In addition, the previous teaching experience and the frequent use of technologies significantly influenced the perception of the students in their last year of the degree. In conclusion, the study highlights the importance of having didactic maturity, as well as training that includes both pedagogic and technological knowledge, so that future Early Childhood Education teachers fully develop their digital competences. This underlines the need for educational programs that into account the level of maturity of the students, and that promote technical and pedagogic skills that will result in the creation of enriching and meaningful learning environments.