The construct of social competence-how preschool teachers define social competence in young children

Observations of social competence of children in need of special support based on traditional disability categories versus a functional approach

“…What is viewed as socially competent behaviour is highly context-and agedependent (Lillvist et al, 2009). An even more complex task is assessing social competence in children in need of special support 'the younger and less mature the child is, the greater the challenge has been to define disability' (Simeonsson, 2006, p. 67).…”

“…The operationalisation was based on a previous study within the same project, where preschool teachers' definitions of social competence were multidimensional, describing social competence as either an intrapersonal skill, such as social emotional warmth, or as interpersonal relations, such as social play and engagement (Lillvist et al, 2009). This is consistent with the functional perspective of disability advocated by ICF-CY (WHO, 2007) and emphasising that the consequences of a disability should be measured through the child's functional limitations, dependence on compensatory mechanisms and the service use or needs beyond routine care for age (Stein & Silver, 1999;Westbrook et al, 1998).…”

“…The operationalisation of social competence was based both on preschool teachers definitions derived from a study of Lillvist, Sandberg, Björck-Åkesson, and Granlund (2009) and other prior research in the area. Preschool teachers, as well as prior research, described social competence in terms of intrapersonal skills, such as empathy, and interpersonal relations, such as engagement and being able to play and communicate with other children.…”

Work-related social skills: Definitions and interventions in public vocational rehabilitation.

“…Given the high perceived importance of work related social skills among this sample, perceived deficits in the categories emerging from this study seem likely to influence VR staff perceptions of consumers' employability and service needs. The categories that emerged from this study have been identified in previous research (Bellack, Mueser, Gingerich, & Agresta, 2004;Tsang & Pearson, 1996) and had many similarities with a qualitative analysis of perceived intra and interpersonal social skills of children that conducted with preschool teachers (Lillvist et al, 2009). These similarities resulting from the consideration of a very different demographic support the belief in a core set of social skills that apply across individuals and contexts (e.g., nonverbal communi cation and perception; Tsang & Pearson, 1996).…”

Okul Öncesi Öğretmenlerinin Hazırladıkları Etkinlik Planlarında Sosyal ve Duygusal Gelişim Alanına Yer Verme Düzeyi

“…Alan yazın incelendiğinde okul öncesi dönemde çocukların sosyal becerileri erken yaşlarda edinmelerinin ne kadar önemli olduğunu gösteren uluslararası (Ladd 1990;Ladd et al 1996;Masten & Coatsworth 1998;Elkinson & Elkinson 2000;Rubin et al 2006;Lillvist et al 2009;Whitted 2011;Serpell & Mashburn 2012;Bikos & Gregoriadis 2012;Gregoriadis & Grammatikopoulos 2013;Santrock 2014) ve ulusal (Kuru-Turaşlı 2006Seven 2006;Eraslan-Çapan 2006;Dereli 2008;Gülay 2008;Özbey 2009;Ceylan 2009;Günindi 2010;Ayyıldız 2011;Özdemir-Topaloğlu 2013;Pekdoğan 2016) pek çok araştırma bulunmaktadır. Fakat okul öncesi öğretmenlerinin çocuklar için hazırladıkları eğitim planlarında sosyal ve duygusal becerilere ne derece yer verdiğini gösteren bir çalışma yapılmadığı görülmektedir.…”