In this double case study of child psychotherapy, we demonstrate the positive effect of children’s involvement in play activities on their verbal expression of inner emotions and cognitions. Discourse analysis of therapy sessions complemented with the therapist’s reflections show that children who have difficulty in verbalizing hard feelings and cognitions gain control of the communicative situation by getting involved in playful activities. Therapists’ verbal entrance into play can be used to negotiate the therapist–child relationship in terms of power and solidarity.