The purpose of this study was to examine the effects of the literary approach using a game strategy on young children''s phonological awareness and writing abilities. The subjects were selected from two classes of ‘H'' and ‘M'' Kindergarten in G city. The research tools used were the Phonological Awareness Ability Test, which was corrected by Jo, Kim, and Jeong(2006) and used to measure young children''s phonological awareness abilities, and Lindberg(1987)''s Kindergarten Writing Assessment which was adapted and used by Noh(1994) in order to assess writing abilities. The literary approach activity using a game strategy used in this study resulted in an improvement in young children''s phonological awareness abilities and writing abilities. These results suggest that these activities are valuable tools and can be applied successfully in the childhood education field as teaching aids.