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

Saunders, Sunny A.; Green, Virginia

doi:10.1080/0300443930870104

Cited by 4 publications

(6 citation statements)

References 27 publications

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“…auch Dodge, 1983;Saunders & Green, 1993). Dabei ist nach Kanning (2001) jedoch zunächst einmal eine Unterscheidung zwischen sozialer Kompetenz und sozial kompetentem Verhalten zu treffen, da er davon ausgeht, dass ein Potenzial nicht in jeder Situation auch genutzt wird.…”

Section: Begriffsklärung Und Modelleunclassified

Förderung sozialer Kompetenzen im Unterricht

Drössler

2007

Zeitschrift für Pädagogische Psychologie

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Zusammenfassungwere cooperative learning as well as strategies to improve the classroom climate (e.g. social rules, climate diagnostics). These strategies were taught in workshops attended by the teacher stuff of the participating schools. The teachers implemented the strategies in their regular classrooms and documented the implementation fidelity by a logbook. The intervention as well as the implementation was evaluated over a period of three years.The treatment efficacy was tested in a longitudinal study (3 assessment points) at 364 students from 8 schools with intervention and 198 students from 5 schools without intervention serving as control group. The targeted criteria in this evaluation were the development of social competence, social competence beliefs and class climate. Comparing the two groups the teacher-student-relationship decreased less drastically in the schools with intervention compared to the control group. Taking the teachers' documentation of the implementation fidelity into account results indicate that more frequent implementations of the strategies led to better development of the students' social competence, the teacher-student-relationship as well as student-student-relationship.Therefore, the results impressively demonstrate the relevance to assess the implementation fidelity in intervention trials. Data on implementation fidelity (exposure, adherence) enables more valid conclusions on the intervention's effectiveness. However, the project revealed difficulties to develop and to apply instruments to assess implementation fidelity, Therefore, in future research instruments for the evaluation of the implementation process have to be focused as well.iii Vorbemerkungen und Danksagung

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Section: Begriffsklärung Und Modelleunclassified

Förderung sozialer Kompetenzen im Unterricht

Drössler

2007

Zeitschrift für Pädagogische Psychologie

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“…6 Initially, the term social competence was used by Edgar Doll (1953), a pioneer in the assessment of mental retardation, to describe adaptive behavior, but the term now is used to describe a more global construct. There is still no universal definition of social competence (Howes, 1987;Saunders & Green, 1993 (1) to recruit social support networks and friendships, (2) to meet the demands of teachers who control classrooms and peers who control playgrounds, and (3) to adapt to changing and difficult conditions in one's social environment. (p. 227)…”

Section: Social Competence Defining Social Competencementioning

confidence: 99%

“…In a review of the literature on social competence, Saunders and Green (1993) described social competence as "a complex construct which involves the interrelationship of cognitive, social and biological factors" (p. 44). Pellegrini and Glickman (1990) Development .…”

Section: Social Competence Defining Social Competencementioning

confidence: 99%

“…99-457, demand has increased for preschool assessment; likewise, increased attention needs to be given to the technical adequacy of preschool instruments (Bracken, 1987). With the need to have social competence instruments developed (Saunders & Green, 1993), the PKBS fills an important ga]P in early childhood assessment.…”

Section: Implications For Early Screening and Interventionmentioning

confidence: 99%

“…Some researchers have indicated that the content of social competence instruments is quite varied (Saunders & Green, 1993), which may cause confusion as to which measures are appropriate. Even developmental scales frequently include assessment of social functioning as just one of many other subscales (e.g.…”

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confidence: 99%

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An Investigation of the Construct Validity of the Preschool and Kindergarten Behavior Scales

Jentzsch

Merrell

1996

Diagnostique

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A relatively recent measure , the Preschool and Kindergarten Behavior Scales (PKBS), has been developed to measure both problem behavior and social competence in young children. The primary purpose of this study was to examine the construct validity of the PKBS through the application of several validation procedures. Results of the study support construct validity of the PKBS. In a discriminant analysis, the PKBS classified correctly 89.36% of the 94 subjects . A secondary purpose of this study was to examine socialernotional behavior differences between kindergarten students who were divided into different behavioral status groups based on a teacher nomination procedure: a behaviorally at-risk group comprised of both internalizing and externalizing students and a comparison group of behaviorally typical students. Statistically significant differences were found between groups on most variables.(84 pages) IV ACKNOWLEDGMENTS

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Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms

Harris

2019

IJCE

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Inclusive early childhood settings invite children with and without disabilities to play, learn, and work together in one classroom. Teachers can take advantage of children’s curiosity for math when they organize creative learning environments and develop meaningful critical thinking experiences to increase children’s interactions with peers. Peer-shared activities, including math helpmates and math chats, can offer a hopeful approach for supporting higher order and critical thinking math experiences for young children in inclusive classroom settings. Inviting a math helpmate to explain to a peer how or why they arrived at an answer or to show a different way to find an answer during math activities can promote critical math thinking and communication skills. To maximize success when using peer-shared strategies, teachers should be actively involved in monitoring math progress, providing feedback to children, and supporting peer interactions. This article will explore a variety of strategies for creating math discoveries and critical thinking using peer-shared activities at school and home. Practical strategies to be discussed will include math helpmates, math chats, and incidental teaching for increasing for supporting children’s natural interest in math concepts.

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

Cited by 4 publications

References 27 publications

Förderung sozialer Kompetenzen im Unterricht

Förderung sozialer Kompetenzen im Unterricht

An Investigation of the Construct Validity of the Preschool and Kindergarten Behavior Scales

Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms

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