Digital technology is an integral part of children's lives from an early age. Their exposure to digital technology is correlated with the benefits and risks of digital technologies on child development. The main goal of the work was to determine whether there is a connection between the frequency of use of digital technologies in children of early and preschool age and their level of receptive vocabulary development. The development of receptive vocabulary in early and preschool children was tested with the PPVT-III-HR test. Eighty children participated. A questionnaire was used to examine 80 parents of children who participated in the PPVT-III-HR test. The research examined the relationship between socio-demographic characteristics of children and parents and patterns of use of digital technologies in early and preschool children, the relationship between socio-demographic characteristics of children and parents with the level of development of children's receptive vocabulary, and the relationship between patterns of use of digital technologies and the level of development of a receptive vocabulary of children. The research results did not show a clear connection between socio-demographic characteristics and patterns of use of digital technologies among children. It was established that children whose parents have a higher level of education spend more time with digital technologies and that the number of applications that children use on digital technologies increases with age of a child. The relationship between the variables of the parent's gender and the number of applications in which the child uses digital technologies was also found. However, these correlations are relatively weak. Analysis of parents' beliefs regarding the positive and negative effects of digital technologies on children's development showed their neutral attitude. However, they agree more with the assertions that digital technology does not have a positive connection with child development than with the assertions that it has a positive connection. Finally, the research did not show a connection between the frequency of using digital technologies and the development of receptive vocabulary. Only the number of applications showed a negative association with the degree of development of children's receptive vocabulary.