In the first part of this article we will briefly point out the learning areas in the Norwegian Framework plan for contents and tasks in kindergartens from 2006, and argue that the introduction of these areas means a large potential for focusing on different kinds of subject-oriented language in kindergarten. We will present some features of subject-oriented language for young children, which, as we see it, can easily be a part of daily life in kindergarten. In the second part we will discuss the importance of dialogue in a playful context when language is explored. We have in our research project, Language as a Basic Skill: Learning Language and Learning through Language, observed many examples of playful dialogic interaction between teacher/assistant and children where the children have contributed, had a good time and shown enthusiasm and energy, and where subject-oriented language experiences have been an important part of the activities. These examples we want to share with the readers of this article. Much of the work with young children in Norwegian kindergartens is based on a strong belief in learning through playing. We will also show that there is no opposition between subject-oriented language experience and a playful atmosphere where children are active and engaged participants in the exploration of language, both when language supports other activities and when language constitutes the activity. (Contains 4 notes.)