The article presents the results of the teamwork of elementary school teachers in Zaporizhzhia, Dnipropetrovsk and Odessa regions on the problems of elementary school teachers and schoolchildren’s social competence. The method of qualimetric models has been described as methods of elementary school teacher’s social competence development in post-graduate education (illustrated on the example of schoolchildren’s social competence). Methodological basis of the research involves general scientific theory and methods (philosophical theory of scientific cognition, dialectical method, systemic and environmental approaches, modeling as a method of modern scientific cognition, methods of organizing, schematization and classification of information), sociological practices (questionnaires, interviews, observation and teacher expert evaluation); quantitative methods of data processing. The concept of «elementary schoolchild’s social competence» has been defined as a systemic and multicomponental formation, demonstrating scientifically grounded requirements for knowledge and skills of elementary schoolchildren, enabling productive collaboration with various partners in a group or team, performing various roles and functions in a team in a changing social environment; its structural components have been stated. The characteristics of the concept are fully reflected in the concept of «elementary school teacher’s social competence».It is proved that the development of the model of schoolchild’s social competence, with the primary and secondary factors and criteria defined, promotes teacher’s awareness of the nature and structure of «elementary school teacher’s social competence», the possibility of self-assessment of his own level of social competence development, provides efficiency in socializing of schoolchildren. The practical novelty of the research is to develop a qualimetric model of elementary school children’s social competence and to prove the possibility of its application to assess the overall level of elementary school children’s social competence, to state its relevance with the standards, to identify failure critical points (abnormal intervals), the relationship between components (avoiding the negative factors at the stage of forming experiment), rating etc. The proposed model has been tested. The results of the statistical analysis of the data have been presented; the conclusion concerning its validity has been made.