Early Childhood Education Journal, Vol. 34, No. 3, December 2006 (Ó 2006) DOI: 10.1007/s10643-006-0139-2 Components of Social Competence and Strategies of Support: Considering What to Teach and How Heejeong Sophia Han1 and Kristen Mary Kemple1,2 Decisions about how to support the development of young childrenÕs social competence must be made on the basis of knowledge of important competencies to be developed, as well as effective strategies to support those competencies. This paper combines a broad-definition model of components of social competence (Kostelnik, Stein, Whiren, Soderman, & Gregory, 2002) with a continuum model of support strategies ranging from most to least naturalistic (Kemple, 2004). Illustrations of specific strategies to support particular competencies are provided. KEY WORDS: social competence; strategies; social skills; support. To be a successful social member of human society IMPORTANT COMPONENTS OF SOCIAL there are many things one should know and be able COMPETENCE to do. Simple things such as greeting someone in an The descriptions presented above focus primarily appropriate way may be taken for granted by adults, on the quality of interaction, as a component of but young children who are new to this society need relationship building and maintenance. Others have to understand and acquire those social competencies. taken a broader view of social competence. Social In early childhood, social competence has been defined competence has been described as involving the per- as ‘‘the ability of young children to successfully and sonal knowledge and skills which persons develop in appropriately select and carry out their interpersonal order to deal effectively with lifeÕs many choices, goals’’ (Guralnick, 1990, p. 4), and socially compe- challenges, and opportunities (Leffert, Benson, & tent young children have been described as ‘‘those Roehlkepartan, 1997). Building from this description, who engage in satisfying interactions and activities social competence has been conceptualized as con- with adults and peers’’ (Katz & McClellan, 1997, sisting of six categories of competence: Adoption of p. 1). Thus, social competence is indexed by effec- social values, development of a sense of personal tiveness and appropriateness in human interaction identity, acquisition of interpersonal skills, learning and relationships. how to regulate personal behavior in accord with societal expectations, planning and decision-making, and development of cultural competence (Kostelnik et al., 2002). In the sections that follow, each of these components of social competence will be described. 1 School of Teaching and Learning , University of Florida, PO Box Self-regulation 117048 Gainesville, FL 32611-7048, USA; e-mail: hjsophia@ufl.edu 2 Correspondence should be directed to Kristen Mary Kemple, Self-regulation includes the abilities to control School of Teaching and Learning , University of Florida, PO Box impulses, delay gratification, resist temptation and 117048 Gainesville, FL 32611-7048, USA; e-mail: kkemple@ coe.ufl.edu peer pressure, reflect on oneÕs feelings, and monitor 241 1082-3301/06/1200-0241/0 Ó 2006 Springer ScienceþBusiness Media, LLC 242 Han and Kemple oneself (Kostelnik et al., 2002). Much of self- social acceptance and success, it is likely that their regulation involves the management of emotion. positive sense of self-worth and competence is en- Emotional regulation is ‘‘the extrinsic and intrinsic hanced. The child with low self-esteem, on the other processes responsible for monitoring, evaluating, and hand, can become trapped in a cycle of feelings of modifying emotional reactions... to accomplish oneÕs failure and rejection. How a child feels about herself goals’’ (Thompson, 1994, pp. 27–28). In a recent is tied in important ways to other aspects of social study, preschoolersÕ emotional competence, including competence. Early childhood teachers play an self-regulation, was found to contribute significantly important role in facilitating the growth of a childÕs to their long-term social competence (Denham et al., positive self-identity. 2003). Much of this ability to regulate emotions develops from interaction with primary caregivers, Cultural competence from the childÕs inborn temperament, and from the match between caregiving and temperament (Calkins, Developing cultural competence includes 1994). However, as children enter the peer setting of acquiring knowledge of, respect for, and the ability to early childhood programs, they continue to learn how interact effectively and comfortably with people of to deal with various emotions such as frustration, joy, varying ethnic or racial backgrounds. It also includes fear, anxiety, and anger (Cole, Michel, & Teti, 1994). recognizing and questioning unfair treatment of Part of a teacherÕs role in strengthening social com- others, and acting for social justice (Kostelnik et al., petence is to help children constructively channel and 2002). Individual cultures ‘‘prescribe what may be manage their feelings and impulses. shared and how much, in what ways individuals may touch each other, what may and may not be said’’ Interpersonal knowledge and skills (Katz & McClellan, 1997, p. 53). Lack of cultural awareness may lead to significant misunderstanding Social competence also includes understanding and even fear in young children. If children are othersÕ needs and feelings, articulating oneÕs own appropriately encouraged to examine their feelings ideas and needs, solving problems, cooperating and and attitudes, remain open to new information, and negotiating, expressing emotion, ‘‘reading’’ social have opportunities to become familiar with a variety situations accurately, adjusting behavior to meet the of people, they can build a foundation for cultural demands of different social situations, and initiating competence (Fry, 1994). and maintaining friendships (Kostelnik et al., 2002; Odom et al., 2002). Acquiring social knowledge and mastering social skills are difficult and comprehensive Adopting social values tasks for young children; once children have learned This component of social competence is new social knowledge and skills, they need to know described as encompassing caring, equity, honesty, when to use them, where to use them, and how to social justice, responsibility, healthy lifestyles and choose from among them (McCay & Keyes, 2002). sexual attitudes, and flexibility. Social values are Development and refinement of these skills is facili- likely to vary by culture. Some more or less basic tated by the guidance of an informed teacher who values may exist from culture to culture, yet these knows when and how to offer support and teaching. may be valued to different degrees and in different Early childhood teachers can utilize a multitude of proportions across cultures. Social values may be strategies and practices to enhance childrenÕs social defined and exemplified in varying ways from one knowledge and skills. culture to another. One social value often mentioned in the early childhood literature is the value of com- Positive self-identity munity. Building a sense of and appreciation for Positive self-identity, an intrapersonal category classroom community requires that children have an of social competence, includes sense of competence, emerging awareness that they are part of a larger personal power, sense of self-worth, and sense of group, and that being considerate of othersÕ needs purpose (Kostelnik et al., 2002). Children who feel and cooperative in interaction with others can benefit good about themselves in these capacities are more the group, themselves, and individual others. There likely to have positive interpersonal relationships, are many strategies that teachers have used success- and anticipate success in their encounters with other fully to promote a sense of group cohesion (Howes & people (Walsh, 1994). In turn, as a result of their Ritchie, 2002). Social Competence and Strategies of Support 243 Planning and decision-making skills Arranging the physical environment is a funda- mental step to facilitate the growth of social compe- The ability to act in a purposeful way, by making tence. Arranging the classroom into well-defined choices, developing plans, solving problems, and car- interest areas that can accommodate small groups of rying out positive actions to achieve social goals has children sets the stage for the development of inter- been described as another important component of personal skills and knowledge. As children disperse social competence (Kostelnik et al., 2002). Learning to into smaller groups, the social demands are more make real and meaningful choices is generally consid- manageable for young children. Some interest areas ered an important goal of early education (Bredekamp are more social in nature (e.g., blocks and dramatic & Copple, 1997). As children engage in free play, for play/housekeeping), and provide excellent opportu- example, they gain important practice in making nities for practice of social skills through the process choices about where to play, what to play, how to play, of play. Other areas can provide private spaces that and with whom to play. They develop plans (more or support self- regulation. Cozy private space where the less consciously) for how to enter an attractive play rule is ‘‘one child at a time’’ (a beanbag chair, a activity already in progress, or how to create an airport refrigerator box with a cut out door, a pup tent) can in the block center. Teachers can help to scaffold young provide a freely chosen retreat