Model of Social Competence in an Early Childhood Environment

Abstract

Maintaining relationships and interacting socially are essential aspects of children's occupational performance. A Model of Social Competence in an Early Childhood environment has been formulated to guide the assessment of and intervention for young children with issues in social skills. This article aims to (1) present the constructs that contribute to social competence for young children, (2) describe the interrelated contextual, foundation and environmental influences on social competence using the Model of Social Competence in an Early Childhood environment as a means of systematically examining these factors, and (3) discuss future directions for early intervention for children with social competence concerns. Cultural considerations will be discussed in relation to the Singaporean early childhood context.

KEYWORDS:

• early intervention
• cross cultural
• interpersonal social skills
• Singapore
• learning-related skills

ACKNOWLEDGMENTS

Early childhood educators, the parents who consented to their children's participation and the children who were research participants are appreciated for their valuable contribution to the study. Acknowledgments are extended to the University of Queensland for the Faculty of Health Sciences International Scholarship, University of Queensland Research Scholarship, and Graduate School Research Travel Grant, and KK Women's and Children's Hospital whose funding made this study possible. Thanks are also extended to Dr. Mary Donohue for the permission to use and assistance with scoring the Social Profile for Children and Professor Mike Linacre for his guidance with the data analysis.