The aim of this study is to examine the social skills developmentof kindergarten and elementary school children. The research is adescriptive study in which the scanning model is used. The sample ofthe study consists of 294 children from the kindergarten and first gradeclasses of six elementary schools in Muş Province National EducationDirectorate. "Social Skills Rating System Elementary Teacher Form”,which was developed by Gresham and Elliott (1990), has been usedwith the aim of collecting data. As a result, it has been found that thereisn’t a significant difference between the social skill points of thechildren between 60-72 months old who attend kindergarten and firstgrade classes. Moreover, a significant difference between the social skillscores of kindergarten and first grade class children who are 73 monthsold or more could not be determined. The majority of children (65%)were determined to be at a moderate level of social skills.The Introduction and the Aim of the Study: Social skills are theskills which should be imparted to children at an early age and whichare necessary life-long. These skills are necessary for social harmonyand for the socialization of the individual. If the social harmony and ahealthy socialization of the individual are provided, then socialproblems may decrease. If the children are supported socially andemotionally during pre-school period and during the other periods ofschool life, it can ensure the children to grow up as more cohesive andself-esteem individuals in the following years. Students who can studyin cooperation and who are sufficient both socially and emotionally areexpected to be more successful academically (Rocha-Decker, 2004;Seven, 2006). Having social skills takes an important place in every fieldof life. Early childhood stage is one of the stages which requires theseskills a lot. Social competency of the child in this period affects thechild’s social and academical competency in the future (Bülbül, 2008).If positive features of the individual such as being honest, trustworthyand helpful or his negative features such as being selfish, inconsistent,liar, trickster and coward become a part of his individuality, then theseare the results of socialization process (Cerrahoğlu, 2002; Kapıkıran,Bora İvrendi and Adak, 2005).Given this information, it can be understood how important it isto gain social skills at early childhood. Starting from here, in thisresearch, it is aimed to examine social skill development of the childrenwho attend kindergarten and first grade classes.Method: The sample of this study, which is a descriptive study inscanning model, consists of 294 children from the kindergarten andfirst grade classes of six elementary schools in Muş Province NationalEducation Directorate in the education year of 2012-2013. 124 of thesechildren are kindergarten students and 170 are first grade students.As the means of collecting data, "Social Skills Rating SystemElementary Teacher Form" has been used with the aim of determiningthe social skills of the children. It has been translated into Turkish by Seven (2006). The scale consists of three subscales and total 30 items.While "Cooperation" and "Self-Control" subscales consist of 9 items,"Assertiveness" subscale consists of 12 items. The scale is a trio Likerttypeone. Each item has been rated as "Never" (1 point), "Sometimes" (2points) and "very often" (3 points). The highest point that can be takenfrom the scale is 90 and the lowest is 30. In the analysis of data;descriptive statistics such as frequency, percentage and arithmeticmean and also Mann-Whitney U Test have been used. For all SSRS/ETFSocial Skill section Alpha value is .94, for Cooperation factor thevalue is .93, for Self-Control factor the value is .86 and for theAssertiveness factor the value is .83.In this study in order to determine the reliability of the scale forthe children in Muş Province, Alpha Cronbach test values have beenfound as .89 for Cooperation factor, .86 for Self-Control factor, .91 forAssertiveness factor and .94 for the total.Results and Discussion: According to the study results, despitethe fact that there isn’t a significant difference (p>.05) between thesocial skill points of the children between 60-72 months old who attendkindergarten and first grade classes, it can be seen that the social skillpoints of the children between 60-72 months old who attendkindergarten are higher than the social skill points of the childrenbetween 60-72 months old who attend first grade classes. Moreover,although there isn’t a significant difference (p>.05) between the socialskill scores of kindergarten and first grade class children who are 73months old or more, it can be seen that the social skill points of thechildren who are 73 months old or more and who attend kindergartenare higher than the social skill points of the children who are 73months old or more and who attend first grade classes. These resultsshow that, in this study, the class factor isn’t effective on the social skilllevels of the children who attend kindergarten and first grade classes.The fact that there isn’t statistically a difference between the social skilllevels of the children who attend kindergarten and first grade classesmay result from children’s showing similar developmental features inboth levels or may result from their schools’ or families’ having similareducational features. However, families and teachers expect a higherlevel of social skills from the children who attend primary school. Whilelooking to another result of the study, we can see that both childrenwho are 60-72 months old (%66,5) and children who are 73 months oldor more (%63,3) have similar social skill levels. It can be said that mostof the children (%65) have Average social skill levels. Getting 83-90points from Social