The paper deals with communication support for the development of the child's self-confidence. In order to contribute to the development of self-confidence, communication competences are required from an educator. Namely, the child creates an image of himself or herself and develops self-confidence through communication with the educator. Previous research shows that the communication aspects in the educator-child relationship are very complex, so communication needs to be given great attention in the educational process. The paper focuses on the possibilities of educators' influence on the development of self-confidence through communication activities. Such support is crucial in a child of kindergarten age, and can be varied. The educator will, with a strong awareness of how he communicates, apply active listening and give the child the opportunity to express his emotions and thoughts, without criticizing and interfering. Verbal and nonverbal communication have been shown to have equal importance, and special attention is required for praising and criticizing a child who must not be prevented from making his or her own decisions. In communication it is necessary to avoid certain phrases and words, and replace them with I-messages. Educators' communication and behavior should reflect inclusion and openness. The self-confidence that a child acquires in kindergarten is transferred to the school environment, and then to a more mature age, which confirms the need for communicative support of educators in the process of the development of the child's self-confidence.