Purpose : The present research was conducted with the aim of comparison of psychomotor skills and social adjustment in elementary students with and without preschool history. Methodology : This research in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was causal-comparative. The study population was the first to third grade students of Shiraz Kodak Afarin Educational Complex in the academic years of 2019-2020, which according to the Krejcie and Morgan table number of 144 people (90 people with preschool history and 54 people without preschool history) were selected as a sample by simple random sampling method. Data were collected by psychomotor skills test (Lincoln Oseretsky, 1950) and adaptive behaviors inventory (Lambert et al, 1974) and analyzed by independent t-test in the SPSS software. Finding : The results showed that elementary students with preschool history in compared to elementary students without preschool history significantly had a more favorable situation in terms of psychomotor skills (and all its components including touching, bending on the toe, harmonious tapping of the foots, standing on one foot, walk backwards and finger skills) and social adjustment (and all its components including violent behavior, antisocial behavior, rebellious behavior, unreliable behavior, avoidance, stereotyped behavior, inappropriate social behaviors, bad voice habits, bad or strange habits, hyperactivity tendency and psychological distress) (P<0.01). Conclusion : The results indicated the effect of preschool on psychomotor skills and social adjustment in elementary students. Therefore, to improve the characteristics of students is necessary to use a preschool education course.
