Speaking about the role of drama education in the development of children's social competencies, we can talk about a multidimensional triple system consisting of social competencies, drama group and drama process. Student's social competencies were observed through the ability to establish and maintain social relations and the context of the quality of community in the classroom or drama group. A drama group, that includes a drama group/class, drama teacher and an individual, is observed through the concept of autopoiesis in which the contribution of each individual is crucial in constant interdependent interaction and group development as a whole and also through self-sustaining virtue with which it constantly upgrades itself in terms of social behavior. The dramatic process implies a thoughtful selection and application of dramatic methods, plays and techniques on the back of which lies the context of the development of social competencies. Drama education offers a secure platform in which the student has the opportunity to learn and practice social competencies through modeling their own knowledge and experiences or through constant interactions in which each member constantly expresses their views, emotions, thoughts, knowledge and experiences. Social knowledge is not information that can be transmitted through frontal teaching, which is why drama education as a form of experiential learning and teaching is an adequate model for encouraging the development of social competencies.