This study examines early social skills from a bioecological perspective, analyzing perceptions of teachers and parents within early childhood classroom and home settings. Fifty-three preschool teachers and 519 parents in Wenzhou City, Zhejiang Province, China, completed an online survey to evaluate their children's social skills for elementary school entry. Factor analyses revealed that both teachers and parents identified three dimensions: interpersonal interaction, motivation for learning, and learning-oriented social skills. Teachers rated children's social skills more positively than parents, likely due to cultural values tied to social and school readiness and the timing of the study amid the COVID-19 pandemic.