Definitions of Social Competence

According to Adam (in Martani & Adiyanti, 1991) social competence has close links with social adjustment and quality of interpersonal interaction. Build social competence in the play can begin to build interaction among children, the interaction is constructed starting with playing simple things, such as playing a role, obey the order within the group, so that will awaken their social competence. 

Social competence is one of the competencies that must be owned by children and possession of these competencies is an important thing. According Leahly (1985) is a form of competence or self-evaluation dimension (self evaluation), with its competence. 

Ross-Krasnor (Denham et al, 2003) defines social competence as effectiveness in interacting, the result of irregular behaviors that meet the needs of the future developments in the short and long term. For pre-school children, behaviors that demonstrate social competence revolves around the main tasks, namely the development of positive and self-bonding regulations for interacting with peers. In the theoretical view of social competence, there are two measurements that focus on self or others, in this case is to measure children’s success in meeting personal goals or the interpersonal relationships of children. 

Some experts in the field of psychology and education assume that social competence is the basis for 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 mostly in the form of aggression or persistent asymmetric (with a child who has always been a follower), it does not show social competence, although he often interact. Conversely, sometimes the play itself does not mean less social competence. Playing himself in contrast to “be alone” (just to be near but not joining the group) (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 the attitude of give and take in interacting with others (Vaughn and Waters in Sroufe et al, 1996), because preschool children prefer playmates who behave proportionally (Hart et al. in Papalia et al, 2002). 

In short, a competent individual 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 about the social competence that is appropriate for your actions in a particular 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 are able to express more social concern, more sympathetic, more helpful and more loving..