This final thesis provides an insight into the impact of digital technology on vocabulary development of early childhood and preschool-aged children, more specifically, those learning English as a foreign language (EFL). The main objective of this thesis is to highlight both the potential benefits, and the challenges associated with incorporating digital tools into very early language education. The thesis starts with an overview of some types of digital tools and platforms such as videoconferencing software, digital picturebooks, educational toys, and robots, among many others. The thesis next touches on vocabulary development and its phases from preverbal to verbal periods. An insight into the topic of second or foreign language acquisition is given, as well as some definitions and an account of vocabulary development through early childhood and preschool age. Furthermore, the impact of digital technologies on vocabulary development in EFL is analyzed, with examples of some positive influences, such as gamification and Bee Bots, which can be used in the EFL learning process. The author also gives an insight into some potential risks that may occur when implementing digital technologies into EFL learning processes; some of which include too much screen time and digital content that may not be appropriate for younger viewers. The thesis further sheds light on the teachers’ EFL competences, as well as their digital competences, and their basic skills and knowledge needed for teaching English as a foreign language. Finally, the thesis offers a summary of the key insights and conclusions drawn from the analyzed literature. This thesis serves as a foundation for encouraging teachers and parents to integrate digital technologies as a helping tool for acquiring the mother tongue as well as an additional language whenever an opportunity presents itself.