This final work seeks to analyze the influence of the educational environment on the spoken and written communication of the children in their preschool year. Theoretical part of the work mentions the speech development (from birth to age seven) which the child adopts spontaneously in interaction with it's environment. Successful spoken and written communication in the educational environment is based on respect for personal and professional competences of all participants (the child, educators, parents, associates and other employees). Considering that play is childs natural activity, the thesis describes the examples of encouraging spoken and written communication of children in their preschool year, which prepares the child for further school education. In the methodological section three games are presented that were designed based on all key concepts related to encourage spoken and written communication of cgildren in their preschool year. Each game can be adapted to a number of children in the educational group. How to introduce books to children is explained in one of the stated workshops. How important it is to encourage the child's interaction whith a book in a family home is explained in another workshop. The third workshop is based on the co-operation of educators, parents and children with a common creative goal.