Social competence is one of the competencies that should be possessed by children and possession of competence is an important thing. According Leahly (1985) or competence is a dimension of self-evaluation form (self-evaluation), with its competence.
Ross-Krasnor (Denham et al, 2003) defines social competence as effectiveness in interacting, the results of the regular behaviors that meet the needs of the future developments in the short and in the long run. For pre-school children, behaviors that demonstrate social competence revolves around the main tasks of the development of the positive bonding and self regulations for interacting with peers. In the theoretical view of social competence, there are two measurements which focus on yourself or someone else, in this case is to measure the success of children in meeting their personal goals or interpersonal relationships of children.
Some experts in the fields of psychology and education assume that social competence is fundamental to the quality of peer relationships to be formed (Adam, 1983). The success to come in and be part of a group of peers or competence with friends is not easy. It is not measured by counting the number of connections made a child with other children, when a child's relationship is mostly in the form of aggression or asymmetric constantly (with children has always been a follower), this does not demonstrate social competence even though he often interact. Conversely, sometimes the play itself does not mean lack of social competence. Playing alone in contrast to "be alone" (just to be near the group but not join) (Coplat et al, in Sroufe et al, 1996).
Social competence is the ability of children to invite their friends and respond with positive feelings, keen to make friends with his friends and well taken care of by them, can lead and follow, maintaining an attitude of give and take in interactions with friends (Vaughn and Waters in Sroufe et al, 1996), because preschool children prefer playmates who behave proportional (Hart et al. within Papalia et al, 2002).
In short, competent individuals who are able to use the skills and knowledge to make positive relationships with others (Asher et al in the Earth, 1999). Ford (Latifah, 2000) gives another definition but not much different from the social competence that action in accordance with the objectives in the social context, using appropriate methods and provide a positive effect for the development. Furthermore, it can be said that people who have high social competence to express concern more social, more sympathetic, more love and more love to help.
Reference books:
- Denham, S., A., & Queenan, P., 2003. Preschool Emotional Competence: Pathway To Social Competence. Journal Of Child Development. Vol. 74, No. 1, 238-256.
- Adam, G., R., 1983. Social Competence During Adolescence: Social Sensitivity, Locus Of Control, And Peer Popularity. Journal Of Yoauth And Adolescence. Vol. 12, No. 03, 203-211.
- Papalia, D., E., Olds, S., W., & Feldman, R., D., 2002. A Chlid's World, Infancy Through Adolescence. Ninth Edition. New York, USA: Mcgraw-Hill Companies, Inc.
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