Social development of a child definition
Social competence is the condition of possessing the social, emotional, and intellectual skills and behaviors needed to succeed as a member of society.
Social competence refers to the social, emotional, and cognitive skills and behaviors that children need for successful social adaptation. Despite this simple definition, social competence is an elusive concept, because the skills and behaviors required for healthy social development vary with the age of the child and with the demands of particular situations. A socially competent child behaves differently from a socially competent adolescent. Conversely, the same behaviors (e.g., aggression, ) have different implications for social adaptation depending on the age of the child and the particulars of the social context.
A child's social competence depends upon a number of factors including the child's social skills, social awareness, and self-confidence. The term social skills describes the child's knowledge of and ability to use a variety of social behaviors that are appropriate to a given interpersonal situation and that are pleasing to others in each situation. The capacity to inhibit egocentric, impulsive, or negative social behavior is also a reflection of a child's social skills. The term emotional refers to the child's ability to understand the emotions of others, perceive subtle social cues, "read" complex social situations, and demonstrate insight about others' motivations and goals. Children who have a wide repertoire of social skills and who are socially aware and perceptive are likely to be socially competent.
Social competence is the broader term used to describe a child's social effectiveness. It defines a child's ability to establish and maintain high quality and mutually satisfying relationships and to avoid negative treatment or victimization from others. In addition to social skills and emotional intelligence, factors such as the child's self-confidence or social can affect his or her social competence. Social competence can also be affected by the social context and the extent to which there is a good match between the child's skills, interests, and abilities and those of peers. For example, a quiet and studious boy may appear socially incompetent in a peer group full of raucous athletes but may do fine socially if a more complementary peer group can be found for him, such as children who share his interests in quiet games or computers.
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