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Language is a powerful tool for interpersonal communication and social interaction but also a critical tool for self-regulation of emotions, behavior, and thought. Although limited in number, studies that investigate the relationship between language development and preschool children’s psychosocial skills have shown that children with language difficulties often experience behavioral and social difficulties as well. The samples of these studies, however, usually include children who have already been referred for language disorders –not, therefore, representing the full range of language difficulties– and often lack comparative data from typically developing children. This study aims to explore the relationship between preschool children’s psychosocial profile and their language competence, as reflected in their expressive vocabulary size. Data were collected from 118 Greek-speaking children who course their first year in Kindergarten (4-5 years old). They were given the standardized Greek version of the Word Finding Vocabulary Test. Their psychosocial profile was assessed with a sociometric test as well as the Emotional Well-being Scale for Preschool Children and the Greek standardized version of the Preschool Behavior Checklist given to their teachers. Results reveal interesting relationships between children’s linguistic competence and their social, emotional, and behavioral profiles.

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