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The article studies the peculiarities of the psychological and pedagogical support of a family in a kindergarten in conditions of distance learning. The time of self-isolation changes the approaches to, and ways of interaction between the preschool education system and parents, causes a need for specialists for proper feedback from a child’s family. The methods of theoretical analysis, expert assessments and analysis of the information obtained from the education system teachers’ chatrooms have shown that there are quite a large number of new, convenient and safe forms of work with parents and their children in a distance format. However the new reality has required from kindergarten teachers-psychologists new professional competences and skills of work in the sphere of using different gadgets, Internet technologies, communications, technical capabilities, form and time of the interaction of all participants in the education process. Many specialists are fearful of staying online for a long time, of technologies influence on health, fearful of being incompetent as a specialist in a new format of interaction, as well as of negative comments from parents and colleagues. The distant format of the psychological support of a family has uncovered organizational problems for teachers-psychologists, problems of readiness for performing this type of interaction, absence of skills to render psychological aid in an extreme and crisis situation, as well as presence of their own problems of self-isolation with their families. The support of teachers-psychologists of the education system in the Sverdlovsk Region assists specialists in the establishment of the distance-type document management, introduces a list of the Internet resources that are useful for work, and contains recommendations for efficient ways of optimization of the psychoemotional state. Each specialist’s efforts, personal contribution to the development of the distant learning system, constant learning and self-education help to raise the quality of distamt psychological support of preschool children’ families.