Language acquisition among children is a complex process, but children succeed it relatively quickly. They can adopt it up to the age of three. Since the fifties of the twentieth century, the issue of the development of the children's language takes place within the behaviorist and cognitivistic theoretical framework. While one perceives that man's psychological and linguistic development is carried out in a human environment, others think that changes in human activity are the result of internal mental processes. In the very beginning of the language development children do the accidental or involuntary vocalisation which starts with crying and gurgling. Switch over to repetition of specific sounds and finally rounds up with the babble phase. In this final phase, a child uses vocal games to communicate with its surroundings. Around year one, which announces the beginning of the language production phase, the child starts to utter its first words to communicate with their surrounding via baby talk (Pavličević Franić, 2005). Children are quick to acquire and develop language which is why children tend to, by the age of six, increase their word count up to fourteen thousand (Aladrovič Slovaček, 2012). Futhermore, children acquire language better if they do it through a game as opposed to more traditional methods of learning. Game, as an innate activity, creates feelings of pleasure and wellbeing which is why, for children, content acquired through unconscious play is retained longer in their memory. For the purposes of this research we explored the method of language games in correlation to development of linguistic abilities among younger school children. We also investigated how age, place of residence and gender affect lexical diversity in children. In correlation to the focus point of the research we established four research questions we wanted to observe – do the age, gender and place of residence affect development of lexical diversity. In other words, do pupils use in their everyday lives only standard form of language or do they also use dialects, idiolects or neologisms. Research has been conducted in Šibenik – Knin county. Population selected to participate in the research consisted of the pupils from second and third grades of primary school. The results have shown influence of place of residence in lexical diversity, while in age and gender there si some difference, but not noticeable. The results also indicate that pupils use, besides the standard form of language, other types such as dialects.