Psychometric properties of sociometric nominations used with preschool children were examined, in order to assess their potential usefulness for concurrent and predictive assessment of the social skills and affective components of social competence. In particular, temporal stability, concurrent validity, and boundary conditions (age and gender differences) of sociometric nominations were investigated. Teacher ratings of social skills and children's observed emotions also were examined as predictors of sociometric nominations. With a mean age of 46 months, the 63 subjects were younger than those in most similar investigations. Findings demonstrated good cross-time and cross-method stability. Gender, but not age, appeared to be a moderator of nominations. Teacher ratings and the extraction of fairly stable, coherent peer status groups confirm the validity of using peer nomination measures with preschoolers. It is concluded that sociometric nominations can be used to assess younger preschoolers' social skills and social deficits. Thirty-three references and 5 tables are attached. (Author/RH)