Social Competence In Preschool Children

Introduction

Statement of the Problem

The preschool years are a key developmental period in which skills essential for later academic and social success are acquired and honed. It is not surprising, therefore, that school psychologists and educators are increasingly focusing on this developmental period to establish intervention programs that enhance social and emotional competence. The development of social and emotional competence is an important milestone for preschool children, as such children who are socially and emotionally competent in preschool are more likely to enjoy success in academic and social areas in the future. Therefore, bear in mind the importance that assessments in early childhood include measures designed to monitor

Therefore, social competence may be referred to as how well children get along with peers and adults and establish successful relationships. The terms social competence and emotional competence are often related because social interactions usually involve emotion, and children’s ability to be emotionally competent determines how successful they are during their social interactions and relationships. Thus, the development of social/ emotional competence requires skills that promote emotion recognition and regulation, empathy for others, problem solving, and positive social interactions. Children need opportunities to engage in social interactions as a means to practice and perfect their social strategies. The first non-family relationships with same age peers typically occur during the preschool year. Through these relationships children acquire beliefs, values, social behaviors, and communication skills that are applied in varying social contexts. Play supports emotional growth as children cope with conflicts and learn problem solving, effective perspective taking, and emotional and social skills, as well as begin to understand their individual competencies, learn about social rules and limits, and develop skills for

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