儿童社会性发展是儿童个体发展研究的三大主题之一，与儿童身体发展、认知发展并列。由幼儿园进入小学，是儿童成长过程中的巨大飞跃；在这一时期，儿童社会性发展情况如何，不同因素对此阶段儿童社会性发展变化有怎样的影响，儿童的社会性发展又如何影响其学校适应？本研究在这些问题上进行了一些有益的探讨。本研究选取北京市城区和郊区六所小学14个班的一年级新生进行研究。在入学第一天，发放儿童社会化量表，请518名家长对其孩子的社会性发展水平进行评定；当儿童小学一年级上学期结束时，再次采用儿童社会化量表，及学校适应量表(T-CRS2.1)对儿童学校适应状况进行评定。研究发现：1、小学新生入学时的社会性发展水平存在显著的性别差异和地区差异。女生好于男生，城区学生好于郊区学生。2、小学新生入学一学期内社会性发展水平变化显著。学期末的社会性水平显著高于入学时的水平。 3、小学一年级学生在第一学期的社会性发展速度存在显著的性别差异和地区差异。女生比男生在更多维度得分显著增长；市区学生得分增长显著，郊区山区、郊区县城学生得分增长不显著。4、小学新生入学时和一学期后的社会性发展水平与学校适应相关显著。5、在控制了入学年龄、性别、地区等相关因素后，入学时的小学新生社会性发展水平对第一学期的学校适应总分预测显著。

The children’s social development is one of the three main themes in children development research, accompanying with children’s physical well-being development and children’s cognition development. Entering primary school is a big progress in children’s development period, in first term, what change may happen to new students’ social development, how different factors affect new students’ social development, and how new students’ social development affect their school adjustment? This report made some helpful exploration in new students’ social development.The subjects of this research were selected from six elementary school including 518 students of 14 classes in urban and suburban areas in Beijing. New students’ Social Development Rating Scale was used to appraise new students’ social development level when children entered primary school. At the end of first semester in the first year of primary school, Children Social Development Rating Scale and the Teachers-Children Rating Scale (T-CRS2.1) were used to estimate new students’ school adjustment.Comparing the result of the both survey, pre-school and after first semester, The major findings were as following:1. There existed significant difference in different gender and region in the pre-school survey of new students’ social development.2. The new students’ social development level increased significantly in the first semester. 3. There existed significant gender and region difference in new students’ social development speed, girls’ score increased much faster than boys in more dimensions. Score of new students from urban region increased significantly while score of new students from suburb increased insignificantly.4. New students’ school adjustment level had a significant correlation with their social development level of both pre-school and after the first term.5. The pre-school survey had a significant forecasting effect on the new students’ school adjustment level of first term when such factors as entering-school age，sex and region were controlled.