The time of the pandemic in which we currently live is a challenge for all people and brings significant changes in the search for various occupations. Educators in preschool institutions faced new challenges and tried to find urgent solutions in implementing educational work in which the child is independent regardless of different circumstances. How to maintain quality communication and cooperation in the "new normal"? How to communicate with children who do not understand the "new normality"? This paper aims to investigate communication techniques and tools that enable stability in children's development. The concept and process of communication and the basic division into verbal and nonverbal communication are analyzed in the context of emergencies, with particular emphasis on the Covid-19 pandemic. Because we live in a digital age in which technology significantly facilitates everyday life and communication, digital tools had proven to be the best solution for maintaining continuity in educational work when kindergartens were closed. Thanks to this continuity, return to preschools continued with ease despite the prescribed measures. The research was conducted through a survey for preschool teachers to gain insight into the functioning of educational work in these two situations: at the time of closing the kindergarten and during the work in preschool institutions with the prescribed measures. At the time of the lock, the role of parents who were intermediaries in communication between educators and children through digital tools proved to be particularly important. Based on the attitudes and experiences of educators related to new situations, it can be concluded that the pandemic and prescribed measures have affected communication with children but have successfully found alternatives for the stability of children's development and educational outcomes.