This paper is intended to explore the role of language games in encouraging reading and writing in educational institutions. Language and games are very closely related. Both begin in early childhood. From birth, one of a child’s greatest needs is game. Through the game, the child is active, exploring the world and discovering their possibilities. Through the game, the child learns, develops, discovers himself and the world through trial and error, experimenting with different materials, sounds, means, research and other ways, role-playing, etc. On the other hand, language is a natural communication system. The child's first communication with the world takes place after birth. Although the child does not say anything, he cries and through crying, he makes it known that we should be taken care of him. As speech development progresses, the child's communication also intensifies. This paper proves a study that examined the contact of educators in kindergartens with language games, but also their assessment of the usefulness and role in encouraging reading and writing. The educators' assessment of the emotions that children experience during and after participating in language games was also examined. The initial hypotheses are that educators conduct language games among their own kindergarten groups and that they believe that language games are useful and encourage the development of pre-reading and reading skills and writing skills. It is also expected that children will experience more positive than negative emotions during and after participating in language games. The results confirmed the initial hypotheses that language games are an easier and more interesting way to develop pre-reading and reading skills, as well as writing skills.