This study conducted the pre-test and post-test experimental design to examine the promotion effect of various forms of play training integrated with teaching on executive function among rural older preschoolers for 3 months. In the intervention group (n = 50, M ± SD = 6.12 ± 0.44), the instructor guided children to perform three game activities training. The first is the “self-control storybook”, in which children were required to take the excellent qualities of the characters in the story as exemplars, and then would improve self-control in the real environment through learning from the situations and imitation or rejection to some typical characters. In this process, children were asked to remember the content of story games and suppress impulsive behaviors in campus activities by themselves or with mutual restraint. The second is the “Focus book” that children were required to master their behavior and focus on the task. The “Focus book” could train children to stay focused and resist distraction. It also requires them to switch their attention between different tasks and goals. The third is the “memory chess” that children were asked to remember the pattern of each piece. The memory chess games also require cooperative participation of working memory (WM), inhibition control (IC), and cognitive flexibility (CF). Routine teaching activities were carried out for children in the control group (n = 50, M ± SD = 6.22 ± 0.34). We used the three classical tasks, i.e., the Tapping Task for IC, the Dimensional Change Card Sort Task (DCCS) for CF, and the Color-naming Span Task for WM, to measure executive function before and after training. Results showed that: (1) No significant differences were depicted between the two groups in the pre-test of the three dimensions of executive function, but the performance of working memory (t = 1.98, p = .05, Cohen's d = 0.40) and cognitive flexibility (t = 2.32, p = .02, Cohen's d = 0.46) in the intervention group were significantly better than that of control group in the post-test. (2) After further dividing the intervention group into high and low executive function, it was found that children in the low executive function group got significant improvement in all the 3 aspects of executive function (tWM = 4.12, p = .001, Cohen's d = 0.99; tIC = 4.93, p < .001, Cohen's d = 1.03; tCF = 4.50, p < .001, Cohen's d = 1.18); but the high executive function group only improved on working memory (t = 3.72, p = .001, Cohen's d = 0.64). Research suggested that short-term game training can promote the executive function of rural older preschoolers, mainly on working memory and cognitive flexibility. Moreover, the promotion effect of game training on children with low executive function was more obvious. There are several important theoretical and practical implications in our study. First of all, the materials we used are economical and easy to obtain, the game is simple to operate, the demand for investment of time and quality of teachers is relatively less, and it is easier to implement and promote in economically backward areas. Secondly, the funny stories and games made children actively participate in activities in a happy atmosphere, and transformed the form of games to add the new and different challenge for the higher demand on executive functions. More importantly, early childhood educators should realize that these training methods and programs are relatively easy to learn and operate for teachers. With the assistance of appropriate toys and books, better training results can be achieved as long as these trainings are kept on. This is undoubtedly an encouraging message for ability improvement and teaching advancement of disadvantaged children.