The implementation of assisted communication requires the regular use of assistive technology in the environment in which the child grows up. The successful use of applications depends on the readiness of the environment to accept applications and the fact that information and communication technology gives children opportunities. Access to the Internet and the development of digital competences is considered a child's right to freedom of expression, participation and education. Using modern technology, the child takes an active role in his own learning, is involved cognitively and emotionally, develops responsibility, actively expands his knowledge, researches and analyzes new knowledge, and develops critical thinking skills. In order to fully utilize the potential of ICT, the relationship between the child and technology must be set correctly. The use of technology in kindergartens must be well designed and controlled by experts. Educators and other experts play an important role in this. In addition to the mere presence and use of technology in working with children, it is important to strengthen the information and communication dimensions of the entire system, enable and encourage the education of educators and other professional associates, update legal regulations. Information and communication technology is developing rapidly and offers a handful of new possibilities. It is considered that the implementation of ICT in the education system represents a challenge for all parents and educators, but it is very useful as an assistive technology for the development of certain children's abilities through various existing applications.