The game plays a very important role in the development of every child, because it significantly contributes to the development of children's intellectual and motor skills and also affects their development in the social and emotional sphere. For most children, it is a spontaneous and creative activity, while interactions through play are a significant part of a child's development because they encourage the child's cognitive, emotional and personal growth. For children with regular development, involvement in imaginative and social play is a natural part of life, and for them the play process means constant confrontation with the environment and new situations. We define autism as a developmental disorder that greatly affects the integration of children into social life. Children with an autism spectrum disorder (hereinafter referred to as ASD) face various deficits in the area of social and cognitive play, which may represent a risk for developmental deficits and exclusion of children with ASD from their peers. If a child shows difficulties in key aspects of life, such as play and social interaction, early intervention is essential. Thus, the support of adults, first of all parents, then educators and other professional associates such as educational rehabilitators and speech therapists, is very important, to recognize the shortcomings and encourage the play of children with ASD, thus enabling them to cooperate positively with other children and progress in their overall development. In the theoretical part of this thesis, the characteristics of autism as a disorder are described, and the games for children with ASD and their way of communication are described in more detail. It is intended that the work will be permeated with examples from practice in order to show the functioning of autistic children in play and interaction, and the emphasis will be on the example of a boy from a case study in an institution of early and preschool education.