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Abstract
This paper has a twin purpose: on the one hand, to create an instrument for assessing the digital skills of pupils in early childhood education (aged 3-6) based on their classroom practices; and on the other, to confirm the levels of autonomy acquired by the pupils in terms of digital skills. The study was conducted over the course of two school years, gathering data for a total of 254 pupils from 17 classrooms in eight schools working with an ICT resource. First of all, the results describe a classroom-based instrument designed and verified for the assessment of the pupils’ digital skills. Furthermore, the results related to the levels of autonomy stress the importance that maturity factors, curricular content, and aspects associated with the nature of the classroom practice have for explaining the acquisition of digital skills. It is important to emphasize the need for further skills assessment studies adopting a classroom practice approach.
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