Research (Velički and Peti Stantić, 2009; Aladrović Slovaček, 2011; Pavličević Franić, Aladrović Slovaček, and Ivanković, 2011) has shown that children learn most effectively through play, which also influences the development of a positive attitude towards the Croatian language and education in general. Therefore, this paper will explore the role of dramatic and language games in promoting linguistic activities in speaking among 3rd grade elementary school students. The aim is to investigate how and to what extent dramatic and language games influence the improvement of speech in children through the implementation of a one-month program consisting of a total of 10 Croatian language classes. In addition to the research itself, the paper describes linguistic activities in speaking and their importance for the process of linguistic communication and expressing one's thoughts, knowledge, and opinions. Furthermore, it explains the development of speech in children of elementary school age and emphasizes the importance of the characteristics of the speech of teachers and parents, which children imitate and use to develop their own speech characteristics. The paper also describes the purpose of using dramatic methods and techniques in Croatian language teaching, as well as language and dramatic games. The emphasis is on the importance of play in general, including didactic games that are not often used in everyday teaching, which still predominantly relies on traditional teaching methods and frontal teaching. The paper specifically highlights the difference between dramatic methods and techniques and defines other related terms that are often equated. Accordingly, the research results show that students generally have positive attitudes towards dramatic and language games in teaching, and there is a small, but not statistically significant difference in the characteristics of student speech before and after the program.