This study examined early childhood teachers’ perceptions and practices of digital citizenship education, the factors associated with them, and teachers’ support needs. A survey was conducted with 254 kindergarten and daycare center teachers nationwide, with teaching experience, relevant experience, and related training as predictor variables. Teachers’ overall awareness of digital citizenship education was moderate or higher, but actual implementation fell short of this awareness. Kindergarten teachers scored significantly higher than daycare center teachers on both awareness (t (252) = 2.30, p < .05) and implementation (t (252) = 4.23, p < .001); however, because institution type may overlap with differences in teaching experience, curricula, materials, and institutional environments, these differences are reported descriptively, and their sources warrant further research. Across all five content domains, perceived importance significantly exceeded implementation experience, indicating a consistent practice gap. Regression analysis showed that teaching experience was the only variable significantly associated with awareness (t (250) = 2.44, p < .05) and practice (t (250) = 3.16, p < .01), although the models' explanatory power was modest; relevant experience and related training, as measured in this study, were not significant predictors. None of the three variables significantly predicted the perceived importance of content, possibly indicating that recognition of its importance is relatively widespread regardless of career length or training background. Teachers most strongly requested story-based materials (M = 4.86), followed by game and activity materials (M = 4.74) and video materials (M = 4.68), along with increased awareness among teachers and parents. These findings suggest that strengthening digital citizenship education requires more than raising awareness; it calls for support that helps teachers translate awareness into practice, practical resources, and coordinated support between institutions and families. This study provides foundational data for policy development by clarifying the current status of digital citizenship education in early childhood settings and identifying concrete support needs for teachers.