In this master’s thesis, a template is given for activities which are based on musical and rhythmic stimulations, that can be used in preschool institutions as a way of helping children with hearing and listening impairments. These are also applicable as a form of an exercise for the development of listening and/or listening attention in children with good hearing. In the theoretical part of the work, literature relevant to listening and speech-language development of a child as well as play development is covered. With it comes the implementation of verbotonal elements in activities that are based on games. In the second part of the thesis, qualitativethesis, qualitative research conducted in the “Kutina” kindergarten class is examined. It was the methodical template that introduces musical and rhythmic stimulation into a symbolic play that was tested. The research dealt with two research questions. The first focused on whether monitoring activities in hearing-impaired children, as well as children with good hearing would show advancement in listening and speech-language development, while considering individual differences. The second research question centered on whether the group in which the research was conducted would accept and actively participate in the activities as well as implement them independently during symbolic games. The conclusion is that the group did not fully accept activities that were implemented into the game, and that there were no notable advancements in listening and speech-language development considering the number of visits made to the kindergarten class. Based on the given results, a new methodical template is suggested, and the same is covered in the third part of the thesis it introduces musical and rhythmic stimulation into everyday situations without disturbing activities of a symbolic play.