Joint attention is an important developmental milestone and it affects childs development in communication, socio-emotional and cognitive aspects. It means sharing a focus between a child, parent and object or event. When child is at 9 months of age condition tracking of eye-gaze and that represents passive joint attention. At 12 months of age child is capable of spontaneously following eye-gaze and that represents coordinated joint attention. In this work, the goal was to assay were there any differences between children with developmental difficulties and those without, in the same chronological (preschool) age on variables of communication, socio-emotional development and joint attention, considering some environmental factors. Also, whether there is a connection between some environmental and psychosocial factors with frequency of joint attention, using assistive technology. Assistive technology that was used was a tablet and the picture book was read by it. At first, the tablet was situated in front of the child, aligned with researcher's eye-gaze, and then by the child's side, away from eye-gaze of researcher. Joint attention was also assessed with posters, positioned right, right behind, left and left behind the child. Furthermore, the picture book was shown and toys were placed in six little boxes and theirs enlarged equivalents deployed around the room. Questionnaires used for the purpose of this master thesis are Lista procjene ponašanja (Glasnik, 1997) and some sections of questionnaire Early Sociocognitive Battery (Roy i Chiat, 2006). Results have shown differences between children of same chronological age with tipical development and those with discrepancy in development on all variables of joint attention. Significant differences were shown in a case of a child with autistic spectrum disorder. Furthermore, it has been shown that also some environmental factors can have influence on joint attention. This research has shown, despite the shortcomings regarding small and convenient sample and one-term assessment, that joint attention assessment can take a part in understanding individual differences with children in socio-emotional development and development of speech. Given the need for a deeper understandiong of the factors that affect the learning process of children, joint attention can be used as a factor in finding optimal environmental factors in the learning process of pre-school children.