Evaluating the social competence of young children: A review of the literature

Publisher Website
Google Scholar
Abstract
Recent longitudinal studies of established federally funded educational programs designed for young children lacking educational experiences suggest that positive long‐term effects were acquired through programs that focused on the development of the social competencies of the children. Although researchers differ on a specific definition and method of evaluation of social competence, the competencies generally accepted as social competence appear to be necessary for success in school and are advantageous to the child as he recognizes and becomes a part of the “culture of literacy”. Researchers agree on the complexity of the social competence construct. Research confirms cognition influences from family, community, and biological factors. Despite the widely accepted importance of social competence in programs for young children, measurement instruments vary. More research is being conducted in federal, state, and private programs on the effects of social competence on success in school. Organizations associated with early childhood programs as well as educational institutions are bringing into focus the need to establish present and future guidelines for developing curricula that enhance the development of social competence and appropriate assessment of social competence of young children.