Components of Social Competence and Strategies of Support: Considering What to Teach and How

Heejeong Sophia Han · Kristen Mary Kemple

119 citations0/0 files storedEarly Childhood Education Journal

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Early Childhood Education and Development Social Skills and Education Child Development and Education

Abstract

Decisions about how to support the development of young children’s 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.

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References

2014Education and Treatment of Children 1994EMOTION REGULATION: A THEME IN SEARCH OF DEFINITION 2007Peer Interactions, Relationships, and Groups 1997Developmentally appropriate practice in early childhood programs 2003Preschool Emotional Competence: Pathway to Social Competence?1994THE DEVELOPMENT OF EMOTION REGULATION AND DYSREGULATION: A CLINICAL PERSPECTIVE 1994The development of emotion regulation : biological and behavioral considerations 1994ORIGINS AND OUTCOMES OF INDIVIDUAL DIFFERENCES IN EMOTION REGULATION

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