This paper has two parts. The first one describes keywords, communication, social interaction, verbal and non-verbal communication between educators and children, games, toys, competences, social and intercultural civic competence, educators’ competence, educator’s roll in interaction with the child and surroundings. The second part contains a conducted research among students of Baccalaureus professional study of preschool education at the Faculty of Educational Sciences of the University “Juraj Dobrila”. The first part contains a general description of communication and the importance of communication between educators and children. It also contains an explanation of social interaction, verbal and non-verbal communication between educators and children as well as descriptions of games, toys and their roll given by different authors. This paper also contains description and explanation of key competences in educational area referred to European frame of reference. In the interpretation of important educational competences, we gave a short description of educator’s competences and the essence of his roll. In the part that contains a description of social and intercultural civic competences, we described the differences, educators’ competences, their rolls in interaction with children in kinder garden and their openness to children and children’s behavior. This part contains an explanation of surroundings (indoor and outdoor) in the kinder garden as well as educators’ action steps to encourage communication with children. The second part of this paper contains a conducted research among students of Baccalaureus professional study of preschool education at the Faculty of Educational Sciences of the University “Juraj Dobrila”. We conducted a research with specially formed questionnaire with the purpose to assay opinions of students about competences they develop and gain during initial education. The research contains a description of goal, problems, research instruments, subjects and the process of research. We described gained results of general (instrumental and interpersonal) and specific (psycho-pedagogical and didactic-methodological) competences in the discussion. The results showed that opinions of first-year students are higher than opinions of third-year students. Between students opinions we found minor differences about some competences that were offered in the questionnaire. The reasons of these results may be possible to find in the organization of internships during education that predicts close work with children in preschool institutions, but also in ways they acquire knowledge, skills and opinions during their study.