This study aims to examine the play stimulation model to improve children's social competence. The study involved 100 children in the kindergarten age group. The types of play in this study are divided into four games patterns, namely the solitary independent play, parallel play, associative play, and cooperative play. Each play pattern is tested with four dimensions of social competence, which consist of self-concept, ability to manage emotions, prosocial and social-academic behavior. The results of this study indicate that more than 50% of the four dimensions of social competence are effectively stimulated through cooperative play patterns. Cooperative play patterns are effective for stimulating self-concept dimensions (10 of 15 behaviors), emotional management abilities (9 of 18 behaviors), social academics (7 of 15 behaviors), and prosocial behavior (17 of 23 behaviors). The pattern of associative play effectively stimulates the dimensions of self-concept (3 of 15 behaviors), emotional management skills (7 of 18 behaviors), prosocial behavior (4 of 23 behaviors), and social academics (3 of 15 behaviors). The effective parallel play and solitary independent play patterns of each play only stimulate 1 social competence behavior. Keywords: cooperative play, associative play, parralel play, solitary independent play, social Competencies Penelitian ini bertujuan untuk menguji model stimulasi permainan untuk meningkatkan kompetensi sosial anak. Penelitian ini melibatkan 100 anak pada kelompok usia taman kanak-kanak. Jenis permainan pada penelitian ini terbagi ke dalam empat pola permainan, yaitu solitary independent play, parralel play, associative play, dan cooperative play. Setiap pola permainan diujikan dengan empat dimensi kompetensi sosial, yang terdiri dari konsep diri, kemampuan mengelola emosi, perilaku prososial dan sosial-akademik. Hasil penelitian ini menunjukkan bahwa lebih dari 50% empat dimensi kompetensi sosial efektif distimulasi melalui pola permainan cooperative play. Pola permainan cooperative play efektif untuk menstimulasi dimensi konsep diri (10 dari 15 perilaku), kemampan mengelola emosi (9 dari 18 perilaku), sosial akademik (7 dari 15 perilaku), dan perilaku prososial (17 dari 23 perilaku). Pola permainan associative play efektif menstimulasi dimensi konsep diri (3 dari 15 perilaku), kemampuan mengelola emosi (7dari 18 perilaku), perilaku prososial (4 dari 23 perilaku), dan sosial akademik (3 dari 15 perilaku). Pola permainan parralel play dan solitary independent play masing-masing efektif hanya menstimulasi 1 perilaku kompetensi social. Kata Kunci: Anak Usia Dini, Bermain Kooperatif, Bermain Asosiatif, Bermain paralel, Bermain soliter, Kompetensi sosial

Social competence has a central role in the development of early childhood. One of the central roles of children's social competence is its influence on children's academic social abilities, such as the ability to (1) receive learning information, (2) follow the school's rules, and (3) face increasingly complex academic challenges along with increasing school levels. This study aims to test the model of parent-child communication (PCC) in developing children's social competence. The exclusive communication model was tested to 250 children aged 4-6 years in West Java Province, which is divided into five research zones, West Java Zone 1 to 5. This study used an experimental design pre-test and post-test to determine the effectiveness of the parent-child communication program that was tested through observation and interview techniques consisting of 68 items of social competence. The results show that the PCC Program can effectively be applied by the collaboration of parents between fathers and mothers to optimize children's social competencies. The PCC program, which was not attended by both parents, would not be effective, for example, as happened in the West Java Zone 1, indicating the ineffectiveness of the PCC program because of the characteristics of parental activities that both work and do not have time to communicate with children. While in the other four West Java Zones PCC can be effective, because working parents want to take the time to interact and communicate actively with their children.

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