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This research is based on the assumption that the social competences acquired in early childhood serve as a prerequisite for a successful social interaction during primary education. This type of competence can be a challenge for children who come from marginalized groups that are very often isolated within the society. The aim of the research was to determine whether a longer stay in the institution of early childhood and preschool education contributes to a higher development of social competences of Roma children. The research was conducted with primary school teachers evaluating the social competences of sixty Roma children in the second grade. Subsamples consisted of thirty children who had been included in the early childhood and preschool education system for two years, and thirty children who had been included in the system for one year. The results indicate that the participants do not exhibit those behaviours that point to social competence frequently enough. The research results do not indicate a statistically significant correlation between the children's social competence and their length of stay in an institution of early childhood and preschool education. A disadvantage of this research is that it is based on a subjective assessment.