Social Competence

To be a successful socially competent member within our society children need to learn problem solving strategies to help navigate the social society with which we all exist. Socially competent children tune in to their surroundings, relate well to other children, and have effective social skills (Marion 220). Children display various social skills which include turn taking, following directions, participating in a conversation, interpreting others actions and focusing on tasks. For young children being socially competent they may need guidance in the form of strategies and or problem solving techniques. This paper, will discuss what social competence involves and reference various models of support strategies and problem solving techniques teachers can use when children are exhibiting

(Han et. al. 241) Teachers are the support mechanism when it comes to assisting children to be more socially competent. There are six components of social competence, adopting social values, development of a sense of personal identity, acquisition of interpersonal skills, learning how to regulate personal behavior in relation to social expectations, planning and decision making and development of cultural competence. Self-regulation is a contributing factor in a child’s long term social competence in regards to how a child regulates their emotions. Teachers roles are to help children constructively channel feelings and impulses. Interpersonal knowledge and skills include an understanding of social situations and initiating and maintaining friendships. Refinement of these skills is facilitated by an informed teacher who knows when and how to offer support during periods of social challenges. Positive self-identity in children leads to positive interpersonal relationships and successful encounters with other peers. Teachers play an important role in