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: PROMOTING SOCIAL COMPETENCE IN CHILDREN 1 Promoting Social Competency in Children September Bonds Bellevue university

PROMOTING SOCIAL COMPETENCE IN CHILDREN 2 Abstract This paper is going to go over what exactly social competency in children is and just how we can improve it. The paper is going to go over the elements a person needs to be socially competent. It’s also going to go over developing the knowledge as well as regulating your emotions. This paper is also going to go over how friendship is a key factor for children in social development. This paper will also discuss the five core competencies that are needed in social competency. As well as discussing the importance of parents and teachers encouraging politeness and respect in children. .

PROMOTING SOCIAL COMPETENCE IN CHILDREN 3 Promoting Social Competence in Children Social competence is made up of five core elements: cognitive, emotional, social, and behavioral skills. In order to be successfully competent you need to obtain these five elements. Social competence is being able to learn from experiences or being able to see from others perspectives instead of just your own. It’s also being able to apply that learning to many changes that happen ins social interactions. Social competency is having the ability to interact in meaningful interactions with others. It is a crucial skill to interventions throughout life and it’s events. Social competence helps us to develop social support and also helps us to work effectively with others. I’m todays society the way we connect is fast paced and many times meaningless. Social competence is a way to slow those interactions down and to have full connections with others on many different levels. “Social competence is also a proactive factor in good mental health” (Alduncin et al., 2014). There are many factors that are the reason for the need for high levels of social competence. Things like social media, forming new social supports, living away from friendly communities, or working with groups of people. People who struggle with social competence are more likely to have difficulties in having healthy relationships or even keeping them. They may be more likely to have issues with mental health and well-being as adults. Amdurer er al. (2014) says that those with better social competence have a higher chance at achieving better career success. With better career success comes a better life and with a better life comes better emotional health, better physical health, and probably a longer life. Teaching this stuff to children’s do starting at young ages is only going to help promote these things. Working well with others, presenting and listening to others ideas are examples of social competence. Social competence is the ability to perceive relationships, focus on the whole rather

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PROMOTING SOCIAL COMPETENCE IN CHILDREN 4 than specific parts, less self-centeredness, or generalization of appropriate behavior in similar ways. A popular field for the scientific community is the problems of social relations and social behaviors of children in the process of education and upbringing. Scientists have examined the nature and role of social relations in children’s development. The findings have been that the quality of interpersonal relationships between the child and the people around them tend to represent a major factor in a persons social-emotional and cognitive development. When relationships between the parent and child gets disrupted cause educational failures, anti-social, and even delinquent behaviors in those children. For children to be integrated into a social group, that child must posses the social skills because the level of those social skills is the prerequisite for a child’s social competence in certain social situations. Social competence is related to emotional health, peer acceptance, and capabilities like it personal relationships and social adjustments. Social competence which could also be called emotional competence describe how children and adults apply the skills and attitudes as well as knowledge to understand and also manage their emotions as well as set positive goals and also achieve them. They also feel and show empathy for others, make responsible decisions, and maintain positive relationships. “Research shows that social and emotional competence predicts further success better than IQ” (Jones et al., 2015). Children that have social competence in early years better understand their environment. They can gauge the wants and needs of others, and they adapt to certain situations in age appropriate ways. In addition to the term social competence, there is also behavioral competence, communication skills, social skills, and social intelligence and many more. When these definitions are compared it’s concluded that all of these are often referred to as the same concept. But the operationalization of social competence inclines that authors will refer to different

PROMOTING SOCIAL COMPETENCE IN CHILDREN 5 concepts while using the same term. Adults can promote children’s social and emotional health by introducing material rich environments stimulate social interactions among children. Social competence refers to the ability of children to get along with and relate to others. For young children, social skills are things like learning to be friends with others and what being friends means. It also means dealing with difficulties and negotiations personal needs, knowing how to be assertive without being aggressive, and being able to relate with peers and adults. Social competence enables allows children to interact with peers in various ways and to also maintain positive relationships with both peers and adults with both being crucial for academic success, as well as success in teenage years and adulthood. Promoting emotional and social competence in peer school aged children can be done by helping children learn to recognize and solve social problems. Or helping them recognize their emotions along with how to deal with. Teachers acknowledge and validate children’s feelings and they also teach children about the different emotions and feelings. Watching these adults and teachers in their lives they model those behaviors. Children learn by observing other people, getting ideas about how new behaviors are formed, and using the ideas to guide their actions (Bandura, 1977). Adolescents offer the most comprehensive window of opportunity to teach social and emotional competence. Our brains are built over the span of our lives with the earliest years our brains being like a sponge. During school when the brain is the most sensitive periods of brain development teachers and adults need to make sure to help develop students social competence, emotional competence and well being along with academic skills.

PROMOTING SOCIAL COMPETENCE IN CHILDREN 6 References Alduncin, N., Huffman, L.C., Feldman, H.M., & Loe, I.M. (2014). Executive function is associated with social competence in preschool-aged children born preterm or full term. Early Human Development 90.6 299-306 Amdurer, E., Boyatzis, R.E., Saatcioglu, A., Smith, M.L., & Taylor, S.N. (2014). The long-term impact of emotional, social, and cognitive intelligence competencies and GMAT on career and life satisfaction and career success. Frontiers in Psychology 5. Bandura, A. 1977. Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.

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