Communication is an indispensable segment in institutions for early and preschool education. While conversing about communication in early and childhood institutions, we can distinguish traditional and contemporary forms of communication. The situation caused by an COVID 19 virus transferred most of the communication to the digital world, so kindergarten teachers needed to perfect their communication competencies as well as their media and digital competencies. The pandemic prompted greater usage of contemporary forms of communication which would not exist without telecommunication. Thus, informative parent meetings, consultations and other forms of partnership and cooperation between preschool teachers and parents have been replaced by kindergarten websites, social networks as well as communication services. A key aspect that kindergarten teachers must not neglect while using contemporary forms of communication is a code of ethics aimed to work with children. The theoretical part of this paper covers the types of communications. Furthermore, it describes the modern forms of communication in an educational institution, of which social networks, communication services and kindergarten websites are discussed in more detail. Other than communication, media, and digital competencies of kindergarten teachers a, the code of ethics in the use of modern forms of communication is also included. The empirical part of the paper includes research on kindergarten teachers' opinions in the usage of contemporary forms of communication, their usage before and during the pandemic and assessment of their knowledge of communication, digital and media competencies. For the purposes of the research, a survey questionnaire was conducted on a sample of 116 respondents. The aim of this study is to present the difference in the usage of contemporary forms of communication based on the age differences and to determine differences in the evaluation of preschool teachers’ competencies also according to their age differences.