Speech is a higher psychological activity of humans that enables them to communicate their knowledge, feelings, needs and opinions to other people using a system of signs and symbols. The basic symbols in human speech are words, and its most important function is communication. Speech develops systematically and in a predictable order (Starc et al., 2004: 26). In order for a child's speech to develop properly, the child's environment should be a quality role model for the child. It is necessary to encourage the child's speech, monitor him and continuously participate in children's activities that encourage speech. If speech is adopted in the preschool period in a proper way, the child will be ready to start reading and writing activities, which is important at an older age. Children need to be made aware of the importance of language and, in the most acceptable way, through play, to show them what they can do with it. For that reason, today in preschool institutions, educators are increasingly reaching for language games as one of the activities for learning and acquiring the language. In addition to language games, children are also offered storytelling with various aids. With it, children learn new concepts, words and stories. The main goal of this paper was to investigate whether the participants, that is, educators, in what way and to what extent, use language games and storytelling in activities with children. Research has shown that educators use language games and storytelling in their activities. Also, children love and accept such activities, which are excellent tools for work.