Objective To explore the effect of educational mode on children' s social adaptive capacity (SAC) through investigating its change of children into kindergarten one year later. MethodsFor this study, participants were divided into three groups, namely study group (SG), control group Ⅰ ( CG Ⅰ ) and control group Ⅱ( CG Ⅱ ). ①SG :30 ～ 47-month-old children at their entrance at one kindergarten of Xi' an city were study by the follow-up study method. There were 119 participants in this trial except 22 lost- visitors. The scores of children's SAC were evaluated at their entrance time and one year later respectively, according to the Social Adaptation Scale for Infant-Junior Middle School's Student Revised by Zuo Qi-hua. ②Control group(CG) :The children,whose classes were randomized,of five classes were divided into CG Ⅰ and the other four classes were CG Ⅱ. There were 107children aged at 30 ～ 46 months in CC Ⅰ , 94 children aged at 42 ～ 59 months in CG Ⅱ. The scores of their SAC were also evaluated according to the same scale on September 2006. The cross-section investigation were used to CG Ⅰ and CG Ⅱ. Results① The mean total score of SAC in SG was higher at one year later ( 10. 52 ± 0.77 ) than that at their entrance time( 10.22 ±0.52) (P＜0.01) ,and the total score of SAC in SG was lower at their en trance time than that of CG Ⅰ (10.49 ±0.06)(P＜0.01 ). ②There was no significant difference in children's SAC between SG at the final stage( 10. 52 ± 0.77 ) and CG Ⅱ(10.40 ± 0.67 ) (t = 1.500, P ＞ 0.05). ③There were no significant difference in children's SAC between boarding care mode( 10.34 ± 0.68 ) and day care one( 10.32 ±0.56) (t = 0.182, P ＞ 0.05 ). ④There were no significant difference in children' s SAC between male ( 10.42 ±0.73) and female( 10.51 ±0.68) in the kindergarten.. ConclusionThe gathered living mode can promote the child SAC development, and the boarding care mode or day care one in one year has no effect on children' s SAC.