Digital citizenship means more than showing kids how to click and swipe. It is about enabling them to make wise decisions, foster genuine connections, and use the online world for good. Teaching digital citizenship is not just about keeping kids safe — it is about nurturing a sense of curiosity and understanding while grounding kids in empathy and respect for their online exchanges. This is not a one-off lesson but an ongoing conversation throughout a child's development and a set of adaptable skills that grow with each tech innovation. Maintaining an open, judgment-free communication zone to support a child's ongoing digital development and checking in with them regularly can provide a sense of reassurance and support (Family Guides, 2023). Digital citizenship is essential because of the potential risks involved. Children's technological proficiency can sometimes surpass their maturity and judgment. Unrestricted access to information and people can lead to gaining valuable experiences and exposure to inappropriate content. Just like kids learn to eat correctly, swim safely, or drive a car carefully, they must understand how to responsibly and respectfully navigate the digital world. Their success depends on their ability to use digital media to create, collaborate, and communicate effectively with others. Those who master these skills in using digital tools will benefit from the incredible power of the digital world. We are unaware of specific factors that relate to or predict early childhood educators' teaching of digital citizenship to their students (Lauricella et al., 2020). While these curricula and materials exist, and many are developmentally appropriate for teaching these concepts to younger children, challenges and structural limitations may impact teachers' ability or likelihood of teaching digital citizenship competencies. First, there are limited policies and resources to increase teacher training on educational technology and how to teach digital citizenship competencies (Authors, 2019; Livingstone et al., & Olafsson,' K., 2011; U.S. Department of Education, 2017), which can lead teachers without guidance or support to approach these hard to teach topics. We know that teachers report feeling unprepared to address cyberbullying with students and are only moderately aware of the extent of cyberbullying that exists among students (Styron et al., 2016). Many teachers, particularly those teaching for many years, are less comfortable using digital technology (Authors, 2014) and less likely to engage in digital citizenship with their students (Choi et al., 2018).