Digital gaming has become a regular part of life for today's pre-schoolers. Hence, there is a need to look at the integration of digital technology into the preschool education. The present study aims to examine the effect digital games have on children's behaviour and their social competence if played to reach an educational purpose (supervised play) and for fun (without educational aim). The study population consists of 54 pre-schoolers (26 girls and 28 boys), aged 4 to 6, who were recruited in Moscow, Russia. All children were divided in two groups: children playing digital games with peers (n = 28) and children playing digital games at home (n = 28). The pre-schoolers' social competence and behaviour were assessed before and after the experiment using the "Social Competence and Behavior Identification" (SCBE-30) questionnaire. Findings revealed a higher level of social competence in the experimental group (+11.71, p < 0.05) as compared to children playing without being told what they were expected to achieve. The experimental group also scored lower on Anxiety-Withdrawal (-7.94, p < 0.05). A higher Anxiety-Withdrawal score normally means that a child experiences some degree of depression or anxiety, and exhibits overly dependent behaviour. At the same time, a higher Social Competence score suggests that a child is more joyful, tolerant, socially integrated, calm, and willing to collaborate with peers and that he or she exhibits a prosocial behaviour. The results of this study may help parents and teachers to use digital learning tools, in particular video games, effectively when working with young children.