Promoting the Social Competence of Each and Every Child in Inclusive Early Childhood Classrooms

Abstract

Social competence is part of a complex system that extends beyond the young child, necessitating prevention, assessment, and intervention. In this chapter, social competence in early childhood is examined considering existing research, developmental theory, and best practices and policies, many of which (on their own) address limited facets of a complex set of interactive competencies and outcomes. The potential and pitfalls of inclusive early childhood classroom structures relative to supporting interaction and social skill development are explored. Next, some of the most common social issues related to disabilities are described. These include deficits associated with specific developmental issues, such as emotional and behavioral issues autism, as well as others covered under the federal law (IDEA); universal practices for understanding and addressing student strengths and needs are shared. Finally, structures for addressing social interaction and supporting social competence in inclusive classrooms are presented. A conceptual model integrating professional preparation and the key components of inclusive preschool education for children with social competence needs is shared. These serve to illustrate practices and strategies which are supported by extant literature and acknowledge the dignity of children and their need for effective early childhood educational practices