by Lexy Atterton-Ratcliffe

As we develop we begin to form our own unique personalities, traits, and characteristics. One key aspect of our development is the development of social competence. Social competence refers to children’s overall social competencies, how they approach learning, their ability to show respect and responsibility, their preparedness to explore new things, and overall capability to behave appropriately in social settings (Human Early Learning Partnership, 2019). Development of social competence is an important factor for children’s overall development. When children are vulnerable or lack social competence they are also at risk for vulnerability in other areas of development (Human Early Learning Partnership, 2019). Children at risk for vulnerability is a complex issue that effects many. In this summary we will discuss risk factors that can lead to vulnerability of social competence in children, look at EDI data, and provide possible solutions to prevent vulnerability in children.

This semester I looked early development instrument (EDI) data concerning vulnerability in development of social competence among children in the Lynn Valley area. As of 2019 the social Competence vulnerability level in Lynn Valley was 12% (Human Early Learning Partnership, 2019). Compared to other areas of the lower mainland, such as Strathcona which shows 50% vulnerability rates, Lynn Valley’s vulnerability levels are quite average (Human Early Learning Partnership, 2019). Still there is lots of room for improvement when compared to areas such as Tsawwassen which shows 4% of their children as vulnerable (Human Early Learning Partnership, 2019). Some factors that may contribute to vulnerability rates are the amount of immigrants living in Lynn Valley as well as income factors. A census conducted by the Human Early Learning Partnership (2016) showed that out of a population of 14,650 people, 4,090 people (28.7% of the population) are immigrants. This relates to social competence as children who immigrate to a new culture may be more likely to show higher levels of internalising behaviours such as depression, anxiety, loneliness, and social stress (Ren, 2015). The Human Early Learning Partnership (2016) also found that  22.3% of households spend more than 30% of their income on shelter. This is relevant as children living in low income homes or around financial stress are likely to experience greater challenges in the development of social competence (Adler et al., 2018). Overall in BC social competence vulnerability has significantly increased from the Human Early Learning Partnership’s Wave 2 report, which showed vulnerability to be at a rate of 13.3% , to the Wave 6 report which was 15.7% (Human Early Learning Partnership, 2019). The current wave 7 report shows a slight increase at 16.1% making it clear there is still work to be done (Human Early Learning Partnership, 2019).

There are several subscales within the scale of social competence that measure vulnerability among children. First there is capability to show respect and responsibility (Human Early Learning Partnership, 2019). This includes respecting others and their property, including respect for school materials (Human Early Learning Partnership, 2019). It also includes children’s ability to follow rules and instructions both at home and in classroom environments (Human Early Learning Partnership, 2019). Children who show respect and responsibility demonstrate self control as well as respect towards other children and adults (Human Early Learning Partnership, 2019). They should also be able to accept responsibility when they’ve done something wrong and show tolerance towards other children’s mistakes (Human Early Learning Partnership, 2019). Vulnerable children may ignore or not follow instructions from adults, have emotional outbursts when getting in trouble for something they’ve done wrong, and may not play well with other children. They may ruin school materials with no remorse and may speak rudely to adults as well as other children. The next subscale measures a child’s readiness to explore new things. This includes curiosity to explore the world around them and excitement when engaging with something new such as a toy, book, or game (Human Early Learning Partnership, 2019). Children who are vulnerable are likely to react negatively or show no interest in new toys, games, or activities. At risk children may prefer being alone in isolation rather than exploring their environment. The next subscale measures childrens approaches to learning. This includes their ability to follow class routines and adjust adequately to changes in routines (Human Early Learning Partnership, 2019). They should be attentive listeners who follow directions as well as one-step instructions (Human Early Learning Partnership, 2019). When at school they should be able to work neatly, carefully, independently, and should be able to complete their work on time (Human Early Learning Partnership, 2019). They should also be able to solve their own minor day-to-day problems (Human Early Learning Partnership, 2019). Vulnerable children are likely to react in anger or may refuse to participate in class routines and may become very upset by changes in routines. At risk children are more likely to have messy work that reflects a clear lack of effort and is not completed on time or as instructed. The last subscale measures overall social competence among children. This includes a child’s overall social/emotional development, their ability play, to get along, and cooperate with other children, as well as show self-confidence (Human Early Learning Partnership, 2019). Vulnerable children may lack the ability to properly regulate emotions such as controlling feelings of anger. They likely lack self understanding and have low self esteem. They may also lack an understanding of morals, such as “taking other children’s toys is wrong”. Additionally they may not get along with or refuse to play with other children and instead may argue with their peers or isolate themselves from them.

Next, let’s discuss the environmental and genetic risk factors that can lead to vulnerability in children. Both ones environment and their genetics are vital aspects that determine how they develop (Berk, 2021). Environment and genetics can work together and influence each other as well (Berk, 2021). This interaction is a field largely studied called epigenetics (Berk, 2021). Epigenetics refers to the way bidirectional exchanges between ones heredity and their environment can cause changes in gene expression (Berk, 2021). One vital part of epigenetics is a biochemical process referred to as methylation (Berk, 2021) Methylation occurs when one goes through certain experiences which in turn cause chemical compounds called methyl groups to settle on top of a gene (Berk, 2021). Once the methyl group has landed on top of the gene, the genes impact is changed (Berk, 2021). The gene’s expression is then either silenced or reduced in some way (Berk, 2021). In this way even if a child’s parents have good social competence, the environment their child is raised in could alter their genetics.

One factor that can lead to vulnerability in children are insecure attachment styles (Iarocci et al., 2007). Children who do not receive warmth, love, or support from their parents are more likely to develop insecure attachment styles which can put them at risk for vulnerability in development of social competence (Iarocci et al., 2007). Children who do not have positive relationships with their parents can show resilience through developing close relationships with other adults outside of their immediate family (Berk, 2021). This may include a close relationship with a grandparent, aunt or uncle, an older cousin, or even a teacher (Berk, 2021). Positive school environments and community resources, such as rec-centres or sports teams, can also help foster a supportive environment for children who do not receive it at home (Berk, 2021). Children born with certain development disabilities, such as autism spectrum disorder or down syndrome, are also vulnerable for development of social competence (Human Early Learning Partnership, 2019). In BC approximately 3-4% of children are born with a developmental disability (Human Early Learning Partnership, 2019). Classroom interventions such as inclusion with socially responsive peers and certain teaching strategies can all help foster resilience in children with disabilities (Stanton-Chapman & Schmidt, 2020). Inclusion is very important as research has shown social competence skills increase when children with disabilities interact and are grouped with children without disabilities (Stanton-Chapman & Schmidt, 2020). Teaching strategies such as step by step instructions on how to behave and express social pragmatics can also help foster social competence (Stanton-Chapman & Schmidt, 2020). Parents can help through tactics such as encouraging and engaging in child-directed play (Stanton-Chapman & Schmidt, 2020). In child-directed play, the parent allows the child to take control and follows their lead (Stanton-Chapman & Schmidt, 2020). The parent may praise appropriate behaviours that reflect good social competence when necessary (Stanton-Chapman & Schmidt, 2020). Supervised positive play with other children can also assist in fostering social competence (Stanton-Chapman & Schmidt, 2020).

One of the most effective ways to help reduce vulnerability in children is by fostering resilience (Burk, 2021). Children who disrespect teachers and other children are likely to be looked down upon or seen as a “lost cause”. Children that show patterns of these behaviours are often the ones that need the most support, even when it feels difficult or hopeless. Teachers who build a warm and supportive relationship with children are more likely to foster resilience within them (Berk, 2021). The same can be said about parents. Parents who provide children with war, supportive, loving environments are more likely to foster secure attachment styles and resilience (Berk, 2021). Parents who are involved in their children’s lives and provide guidance on how to behave, treat others, play, and mange conflict can help lower the risk of vulnerability in children (Burk, 2021). Another effective solution in the context of approaches to learning is to provide extra help and support when children show signs of vulnerability (Berk, 2021). Intensive academic tutoring combined with warm and supportive authority figures can help boost children grades (Berk, 2021). Children who experience academic success show improved self esteem which can lead to improved social competence and better approaches to learning (Berk, 2021). Teachers should create a supportive environment that encourages effort and self improvement (Berk, 2021). Teachers should avoid the use of coercive tactics and show patience when working with vulnerable children (Berk, 2021). Teachers who provide lessons in respect, responsibility, and reinforce expectations of social acceptance in the classroom can help improve peer acceptance and reduce ostracization of vulnerable children (Berk, 2021).

References

Adler, BF, Garneau, C., Vaughn, B., McGill, J., Harcourt, KT, Ketring, S., & Smith, T. (2018). The effects of mother participation in relationship education on coparenting, parenting, and child social competence: Modeling spillover effects for low ‐ income minority preschool children. Family Process , 57 (1), 113–130. https://doi.org/10.1111

Berk, L. E. (2021). Infants and Children: Prenatal Through Middle Childhood (9th ed.). Pearson Education.

Human Early Learning Partnership. (2016). 2016 Census (NH). University of British Columbia. Retrieved from http://earlylearning.ubc.ca/maps/data/

Human Early Learning Partnership (2019). Human EDI Wave 7 Community Profile. University of British Columbia. Retrieved from http://earlylearning.ubc.ca/maps/edi/#commProfiles

Iarocci, G., Yager, J., & Elfers, T. (2007). What gene-environment interactions can tell us about social competence in typical and atypical populations. Brain and Cognition, 65(1), 112–127. https://doi.org/10.1016

Ren, Y. (2015). Social competence of Mandarin-speaking immigrant children in childcare. Early Child Development and Care, 185(5), 791–806. https://doi.org/10.1080/03004430.2014.957693

Stanton-Chapman, T. L., & Schmidt, E. L. (2020). Promoting social competence in young children with disabilities. In V. C. Alfonso & G. J. DuPaul (Eds.), Healthy development in young children: Evidence-based interventions for early education. (pp. 251–274). American Psychological Association. https://doi.org/10.1037