The topic of this paper is the use of assisted communication in working with children of early and preschool age in educational institutions. Given the lack of knowledge and experience of preschool teachers in working with non-verbal children or children with language-speech and communication difficulties, a study of the use of assisted communication in an educational institution was conducted. The aim of this research is to analyze the impact of assisted communication using several means in working with the child during pedagogical work in kindergarten through the presentation of a child with autism spectrum disorder. This paper defines the basics and types of communication, early communication development of the child and the means of communication that the child uses in interaction with his environment. Based on the sources of literature by domestic and foreign authors, the ways and approaches by which assisted communication is implemented in kindergartens will be studied. The importance of a child-centered approach in order to achieve the highest quality education will be emphasized. Assisted communication is the best tool for entering the world of a non-verbal child, connecting and creating relationships of cooperation and mutual respect. A non-verbal child is most often isolated from the rest of the children in the educational group due to a speech deficit. The introduction of alternative ways of communication enables children of typical development to connect with a child with disabilities, which presupposes a better implementation of inclusive practice. Some of the tools of assisted communication are used every day during the performance of stimulating activities. The task of educators is to provide the best support to children with communication difficulties and to encourage linguistic and speech expression. Given the large number of children with developmental disabilities, this is an important topic for educating educators and experts who work with children.