This paper examines how early childhood teachers employed in kindergarten, understand and manage their changing roles regarding digital technologies. Nineteen participants were involved in the study. Symbolic interactionism provided the theoretical lens to investigate each early childhood teacher's lived experiences and grounded theory provided the methodological theory and methods. Following data analysis, a central category, "Professional Agency," and three major categories, "Professional Identity," "Pedagogical Practices," and "Relationships with Families," were derived. These categories, together with the relevant empirical literature, form the key features of the "Early Childhood Teacher Management of Digital Technologies Framework." This "Framework" contributes to knowledge and presents a substantive theory that explains how early childhood teachers manage their changing roles with digital technologies in their kindergarten.