Musical games have an impact on the overall development of a child, so they are extremely useful as an activity. In past, they were part of children's day, but lately their presence can hardly be noticed. Previously, the games were passed down from generation to generation by word of mouth, but now the transferor of games is educators. Since children spend most of their day with educators, they play an important role in their lives. The teacher's task is to choose interesting, useful and age-appropriate games so that the children will participate in them voluntarily. This paper analyzes the process of learning and performing musical games in a mixed group of children in early and preschool education. Since these are musical games, learning a song does not require a special methodical procedure or introduction. After they learned the games, the children started playing three of the five games on their own initiative. From this we can conclude that the selection of the games itself is very important. Children repeatedly repeated those games that had the possibility of implementing imagination and new elements in the game. So they did not initiate those games that have rigid rules and a weak possibility to use imagination. Children, regardless of gender and age, participated equally in musical games.