Kupasan Journal
Kupasan Journal
1.3
It is important to specify the ways emotional and social competence are highly
related but still separable constructs. Rose-Krasnor's (1997) recent theorizing is
useful in this regard. At the most abstract level, she defined the construct of
social competence as effectiveness in interaction, the result of organized
behaviours that meet short- and long-term developmental needs. In the case of
preschoolers, socially competent behaviours would be organized, as already
noted, around the central developmental tasks of positive engagement and selfregulation during peer interaction. Within this theoretical view of social
competence, it also is necessary to decide whether to focus on self or other -Are
we interested in accessing the child's success in meeting personal goals, or their
interpersonal connectedness? Our focus here is on adaptation with peers and in
the school environment, the ongoing social relations and interactions of children
in their social group(Rubin,Ross1988). Finally, at the most detailed level, RoseKrasnor's model of social competence includes specific social, emotional, and
cognitive abilities, behaviours, and motivations that are primarily individual. It is
at this level that specific components of emotional competence may contribute
to more general social competence.
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