In the changing world, it is seen that it is important to acquire skills such as creativity, critical thinking, problem solving, communication and cooperation, which are accepted as 21st century skills, at an early age. This study aims to examine the 21st-century skills of 3-6-year-old preschool children in terms of some variables. Relational screening model was used in the study. The research was carried out with 1055 children selected from different independent kindergartens and kindergartens affiliated to primary education in Gaziantep and Kilis provinces. "Personal Information Form" as well as "21st Century Skills for Children 3-4 Years Old Scale (DAY-1)" with two sub-dimensions: life and career skills and learning and innovation skills (4Cs) and "21st Century Skills for 5-6 Years Old Children Scale (DAY-2)", which has three sub-dimensions: life and career skills, learning and innovation skills (4Cs), and information-media and technology skills were used as data collection tools in the study. The analysis of the data was made quantitatively for each sub-dimension and evaluating the entire scale. The analysis of the data was made quantitatively for each sub-dimension and to evaluate the whole score of the participants. As a result of the analysis of the data, it was concluded that there was a significant differences between children’s 21st century skills and the variables of mother's working status, mothers' educational status, fathers' educational status and socio-economic level of the family. On the other hand, it was concluded that the children's 21st-century skills did not significantly differ according to gender variables. Within the scope of the study, suggestions were made for future studies to be carried out in line with the aims and findings of the research.