The most natural and well-known activity of a child is play. As such, it is an integral part of a child's life. It is extremely important to know that for a child there is no "right" and "wrong" game, nor "good" and "bad" game. Any game chosen by the child is right and good for him/her, but most importantly, such game is not imposed by adults. The desire to play comes from the child's inner need for action and exploration. In the game, the child spontaneously exercises and develops their cognitive, motor, social, communication and language skills. Language abilities in children are developed through the use of language. Thus, language games are motivators for encouraging early literacy in preschool children. Peti-Stantić and Veliĉki (2008) consider language games to be all those games whose means of expression is language in all its manifestations. Some of the language games are: games with words, syllables, morphological forms, sentences, etc. Peti-Stantić and Veliĉki (2008) believe that language play is a child's most important function. Language games offer the child the opportunity to enter the world of creativity and innovation and to acquire new knowledge spontaneously and through play. The important thing about language games is that they are really easy to use in educational work with children. The aim of this work was to examine the influence and role of language games on the development of early literacy in children. Thus, a group of preschool children participated in the research. More precisely, twenty-four of them. The survey was conducted twice in the 2021/2022 academic year. A comparison of the results shows an extremely large impact and purpose of using language games in educational institutions, all with the aim of developing and raising awareness of the importance of encouraging early literacy in children.