First of all, teachers make it clear that games are children's rights and the guarantee that games become the basic activities of kindergartens. German educator Froebel pointed out that games are the expression of children's inner activities and the product of children's purest and most sacred spiritual activities. Vygotsky, an educator in the former Soviet Union, emphasized that games are an activity to solve the contradiction between children's growing new needs and their limited abilities. Secondly, ensuring children's full play time is an important prerequisite for games to become the basic activities of kindergartens. At present, in kindergarten curriculum practice, concentrated educational activities still occupy a dominant position. Children follow various activities organized by teachers, such as morning exercises and concentrated lectures. Children don't have enough time to play games, especially spontaneous games. Spontaneous play time is often used to let children go to the toilet and drink water. An interesting phenomenon often appears in kindergartens, that is, children like to stay in the bathroom and play some spontaneous games. It is necessary to ensure the game time outside of teaching, that is, to ensure that the time and opportunities for games are far more than teaching, that is, games should penetrate into children's daily lives and run through their daily lives. Ensure that children's free play time is not less than a certain amount every day. It is necessary to make full use of scattered time such as going in and out of the park, before and after meals, and the transition between activities, and also to ensure the unit play time. Children have more opportunities for independent choice and activities, which helps to improve the level of the game.

Thirdly, creating a game environment for children's full activities is an important means for games to become the basic activities of kindergartens. A good game environment is a game environment that permeates the intention of educators, is full of suitable psychological atmosphere, has reasonable layout, is rich in materials, and enables children to fully move. In order to achieve such a game environment, teachers not only need to create a good psychological environment, but also need to select and determine materials according to the objectives of the course at the material level to provide children with sufficient and diverse game materials. In this environment, children actively accept the information transmitted by these materials through independent choice and free and sufficient activities, and actively interact with them, so that the materials can play their "potential educational value" and thus gain key experience in development.