By: Nicole Richardson

THE ROLE OF THE ADULT IN DEVELOPING SOCIAL

COMPETENCE

TeachersFamilies

Community Members

WHO IS INVOLVED?

What is social competence?

Is everyone born with the same level of social competence?

How can adults strengthen these skills?

BACKGROUND ON SOCIAL COMPETENCE

In early school years teachers play an important role in how they provide instruction.

Different cultures can affect the social competence of a child. It is important that a teacher creates a classroom community that is understanding of other cultures.

What is the Teacher’s role?

Guiding children individually and in small groups is more effective.

Children benefit from participating in situations.

Teachers can give warm suggestions when working individually.

TEACHERS

What is your parenting style?

Socially competent children come from families that are well balanced both socially and emotionally.

What is the family’s role?

Parents and caregivers need to talk with their children about their friendships.

Communicating ideas about situations, and role playing in the home is an appropriate way to build socially competent children.

FAMILIES

Who are community members?

The community should not be taken for granted because it plays an important role in children’s lives.

What is the community’s role?

The community provides a sense of belonging to a child.

Children are the future community members.

The best way to teach them to be community members is through observation.

COMMUNITY MEMBERS

Social-Emotional Learning in Early Childhood: What we know and where we go from here

http://www.casel.org/downloads/SELearlychildhood.pdf

Center of the Social and Emotional Foundations for Early Learning

http://www.vanderbilt.edu/csefel

Early Child Development in Social Context: A Chartbook on Socioemotional Development

http:/www.commonwealthfund.org/usr_doc/ChildDevChartbk.pdf

LINKS FOR SUPPORT

This checklist was created for adults that interact with children. This checklist will help to see if children are on the right track when it comes to social competence.

The intent of this checklist is not to prescribe correct social behavior but rather to help teachers, caregivers, and community members understand the child’s social competence.

THE SOCIAL ATTRIBUTES CHECKLIST

I. Individual AttributesThe child:

Is usually in a positive mood. Usually comes to the program willingly. Usually copes with rebuffs or other disappointments adequately. Shows interest in others. Shows the capacity to empathize. Displays the capacity for humor. Does not seem to be acutely lonely.

THE SOCIAL ATTRIBUTES CHECKLIST

II. Social Skills AttributesThe child usually:

Interacts nonverbally with other children with smiles, waves, nods, etc. Expects a positive response when approaching others. Expresses wishes and preferences clearly; gives reasons for actions and positions. Asserts own rights and needs appropriately.  Is not easily intimidated by bullies.  Expresses frustrations and anger effectively, without escalating disagreements or

harming others. Gains access to ongoing groups at play and work. 

THE SOCIAL ATTRIBUTES CHECKLIST

II. Social Skills Attributes The child usually continued:

Enters ongoing discussion on a topic; makes relevant contributions to ongoing activities. Takes turns fairly easily. Has positive relationships with one or two peers; shows the capacity to really care about

them and miss them if they are absent. Has “give-and-take” exchanges of information, feedback, or materials with others. Negotiates and compromises with others appropriately. Is able to maintain friendship with one or more peers, even after disagreements. Does not draw inappropriate attention to self. Accepts and enjoys peers and adults who have special needs. Accepts and enjoys peers and adults who belong to ethnic groups other than his or her

own.

THE SOCIAL ATTRIBUTES CHECKLIST

III. Peer Relationship AttributesThe child:

Is usually accepted versus neglected or rejected by other children. Is usually respected rather than feared or avoided by other children. Is sometimes invited by other children to join them in play, friendship, and work. Is named by other children as someone they are friends with or like to play and work

with

THE SOCIAL ATTRIBUTES CHECKLIST

IV. Adult Relationship Attributes  Is not excessively dependent on

adults. Shows appropriate response to new

adults, as opposed to extreme fearfulness or indiscriminate approach.

THE SOCIAL ATTRIBUTES CHECKLIST

Promoting the Social Development of Young Children

by Charles Smith

The Cooperative Sports and Games Book

by Terry Orlick

Creative Teaching with Puppets

by B. Rountree

The New Games Book: Play Fair, Nobody Hurt

by A. Fluegelman

BOOKS TO HELP WITH SOCIAL COMPETENCE

Katz, L. (2002). Illinois early learning project. Retrieved from http://illinoisearlylearning.org/faqs/socialcomp.htm

Kemple, K.M. (2004). Let's be friends: Peer competence and social inclusion in early childhood programs. Early Childhood Education Series. Publication of the American Psychological Association (APA Manual), 6th ed.

Todd, C. (1996, February). National network for child care. Retrieved from http://www.nncc.org/Guidance/dc14_develop.social.skill.html

REFERENCE