The paper examines the application of the drama-pedagogical process drama method in the context of strengthening the social competences of preschool children. Social development is a key aspect of children's development, shaping their interactions with others, communication skills, empathy and the ability to cooperate. Process drama, as one of the dramatic methods, provides the child with a safe space for exploring social situations, understanding roles and developing social skills. (Gruić, 2002) By participating in process drama, children have the opportunity to develop social skills such as communication, cooperation, listening and expressing their thoughts and feelings. Role play allows them to understand other people's perspectives and develop empathy. Process drama also encourages teamwork and cooperation among children, providing them with experiences of sharing ideas, solving problems and achieving common goals. By participating in process drama, children have the opportunity to explore social norms, values and roles in society. Moreover, they develop an awareness of social roles, norms and expectations and acquire the ability to think about moral dilemmas and social justice. By developing social skills, empathy, cooperation and self-confidence, procedural drama provides children with a safe space for experimentation, learning and the growth of social awareness. The integration of procedural drama into the pedagogical approach of preschool education can have a profound and positive impact on children's social development, creating the foundations for their future success in society. This paper emphasizes the importance of procedural drama as a possible methodical approach for encouraging the social development of preschool children and their preparation for future social interactions and successful functioning in society.