Purpose: This study aims to analyze the psychological and pedagogical factors influencing the development of social adaptation and communication skills in preschool children, focusing on the role of family, teachers, peers, and cultural values.

Research Methodology: The study employs a qualitative-descriptive approach based on a review of psychological and pedagogical literature, combined with an analysis of practices in preschool education settings.

Results: Findings indicate that the preschool period (ages 3–6) is a sensitive stage for forming communication competence and adapting to social environments. Family upbringing, the teacher’s pedagogical approach, peer interaction, and exposure to cultural and moral values significantly affect a child’s ability to express themselves, assume social roles, and cooperate with others.

Conclusions: Effective preschool education requires a holistic integration of psychological support, family involvement, and structured peer interaction to foster resilience, empathy, and communication competence. Social adaptation developed at this stage strongly influences academic achievement, interpersonal relationships, and long-term mental well-being.

Limitations: The study is conceptual in nature and does not include empirical fieldwork; thus, further quantitative and longitudinal research is recommended to validate findings.

Contribution: The article contributes to early childhood education theory and practice by highlighting key developmental factors and offering practical recommendations for educators and policymakers to enhance social adaptation in preschool children.