Introduction. The article describes the experience of using the Playworlds in kindergartens in Moscow. This technology is based on the cultural-historical activity theory of L.S. Vygotsky and consists in the joint interaction of an adult and a child within an imaginary situation based on the text of a literary work. In the Playworld, reality and imagination are closely connected with each other, which allows us to realize the experiences of the characters in a new way, their feelings, which are also found in the real world of children. Playworlds require a great involvement of the teacher, who needs to be not only in the role of moderator of the game, but also to play himself, to involve children. The aim of the study was to organize meetings using the Playworlds in kindergartens in Moscow, using tasks integrated into an imaginary situation for the development of executive functions of preschoolers. Materials and methods. The study involved 60 children from Moscow kindergartens aged 5-6 years, who were divided into experimental (a game using the Playworlds) and control (without the introduction of key technological elements of Playworlds). Before the experiment, the parents of the children filled out a written consent to participate in experiment and videotape. Meetings were held in mini-groups of 10 children by two experimenters two times a week and were recorded on video. Each game meeting lasted about 20 minutes. Then the video recordings were analyzed using the «Play Matrix» and reflective reports of experimenters. Results. The experiment showed that children were actively involved in the game, retained the roles they received. The experimenters also introduced tasks for executive functions (working memory, physical inhibition) into the game activity. In the control group, despite the number of meetings, the children almost did not communicate with each other, the game was chaotic. In the experimental group, the game became a means of communication and development. It took several meetings to unlock the potential of the Playworlds and adapt the children, with each meeting they became more and more immersed in the Game world, the game time increased, its saturation with interaction and communication within the roles. Conclusion. Playworlds have been successfully applied in preschool institutions in Russia. They can allow developing not only the children's play itself, but also through this activity certain aspects of the child's psyche, interaction in a group, including with a teacher