In today’s education field, information technology is increasingly becoming an important driving force for changes in the teaching mode. In order to explore the influencing factors and development paths of IT-assisted early childhood teachers’ teaching competence, this paper, based on the contextualized expected value theory, selected early childhood teachers to conduct a questionnaire survey to explore the role of IT-assisted and expected value beliefs (i.e., self-efficacy and perceived usefulness) in the development of IT-supported teaching competence. Based on this, the path of IT-assisted teachers’ teaching competence enhancement is proposed, and two groups of early childhood teachers are selected to conduct experiments to validate the effect of the path of IT-assisted teachers’ teaching competence enhancement. The results showed that IT-assisted positively affected teachers’ perceived usefulness and self-efficacy through positively affecting teachers’ self-learning and informationalized teaching (p < 0.05). After IT-assisted teaching, the teaching ability of teachers in the observation group was significantly improved, with 29.0% to 58.2% improvement in teaching awareness and attitude, teaching content innovativeness, combination of foundation and skills, and theory-to-practice. In this paper, the path of improving teachers’ teaching ability with the assistance of information technology is practicable.