by Emma Jones

Social competence is an area of child development that focuses on a child’s capacity for respect and responsibility, approaches to learning, and eagerness to explore new things (“Human Early”, 2019, 18). Specifically the neighborhoods of Queens Park and Hastings-Sunrise seem to be affluent and possess many of the qualities that contribute to positive child development. Vulnerability levels in Queens Park sits at 11%, one of the lowest in the province and Hastings-Sunrise at 18%, while higher still significantly lower in comparison to the rest of the province (“Human Early, Vancouver”, 2019). Queens Park’s vulnerability is stable in both the short and long term (“Human Early, New Westminster”, 2019). Hastings-Sunrise has showing meaningful decrease in both the short and long term and ideally this would continue to drop (“Human Early, Vancouver”, 2019). While both of these neighborhoods have a low percentage of vulnerable children it is important that programs are implemented and steps are taken to maintain these percentages and ideally have them decrease. Vulnerable children are present everywhere regardless of data and demographics. It is imperative to understand what a vulnerable child looks like in relationship to social competence. Some characteristics to look for include difficulty making new friends or connections, doesn’t actively engage with others, insecure in their abilities, blames others frequently, impulsive, not curious, trouble listening and difficulty adapting to change. These are just a few of the common characteristics seen in vulnerable children lacking social competence skills. Some risk factors that additionally subject a child to social competence vulnerability include negative attitudes and responses by caretakers to children’s emotions, difficulty playing with others, and trouble respecting peers and authority figures. A child can also be genetically more prone to risk factors, for example a child might be genetically more aggressive when handling emotions or conflict and this is off-putting to other children (Asik-Ozturk, 2021). All of these qualities while displaying low levels of social competence, are also risk factors that can further alienate a child from their peers, community and family. Introduction and use of programs that promote pro-social competence early can have significant benefits long term. Programs like the ones designed by CASEL (Collaborative for Academic, Social, and Emotional Learning) are effective and positively contribute to the development of social competence in children. Their programs like I Can Problem Solve, 4 Rs, Caring School Community, and more have social and emotional core competencies that are proven to be successful (CASEL, 2012). The 4Rs program is exceptionally successful, 4Rs stands for Reading, Writing, Respect and Resolution. The 4Rs program has interactive skills lessons accompanied by book talks and read-alouds, this allows children to develop social competence skills related to understanding feelings, listening, being assertive, solving conflict, honoring differences, and standing up for themselves and others (CASEL, 2013, 43). A program like this would help both the neighborhoods of Queens Park and Hastings-Sunrise maintain and even lower their current vulnerability percentages. One of the main reasons for the success attributed to the 4Rs program is their family connection section. Both of these neighborhoods have seemingly low risk factors and high resilient factors present. According to the 2016 census, Queens Park has an 86.3% of couple families and Hastings-Sunrise has 80.6% of couple families. This emphasizes the resilient factor of a warm parental relationship. The resilient factor of warm parental relationship is important to CASEL too and this is clear through the 4Rs program. The 4Rs program reinforces all the skills and concepts learned in each unit with a Family Connection activity that students take home and complete with their caregivers (CASEL, 2013, 43). Including a child’s caretaker the program reduces risk because while a child is learning new skills and concepts so is their parent or guardian. Resilience is promoted because there is open communication about these concepts between a child their family, support system and community. Risk is reduced because a child knows there is a blanket of support surrounding them of people who know exactly what they are learning and going through it too. Programs like the 4Rs developed by CASEL are already proven effective and tested. If neighborhoods and school districts want their vulnerability levels to reach record low percentages, implementing programs that are already tried and true is a solution. These programs are easily integrated since their curriculum and training is already available. CASEL programs promote problem solving, independent work, collaboration with peers, self-confidence and respect all attributes of pro-social competence. To see meaningful decrease in vulnerability levels programs like the 4Rs will need to be implemented.

References

Asik-Ozturk, M., Ahmetoglu, E., & Acar, I. H. (2021). The Contributions of Children’s Social Competence, Aggression, and Anxiety to Their Play Behaviours with Peers. Early Child Development and Care, 191(2), 255–265.

Berk, L. E. (2012). Infants and children: Prenatal through Middle Childhood (9th ed.). Pearson.

Collaborative for Academic, S. and E. L. (CASEL). (2012). Effective Social and Emotional Learning Programs: Preschool and Elementary School Edition. CASEL Guide 2013. In Collaborative for Academic, Social, and Emotional Learning. Collaborative for Academic, Social, and Emotional Learning.

Human Early Learning Partnership. Early Development Instrument [EDI] report. Wave 7 Community Profile, 2019. New Westminster School District (SD40). Vancouver, BC: University of British Columbia, Faculty of Medicine, School of Population and Public Health; February 2020. Available from: http://earlylearning.ubc.ca/media/edi_w7_ communityprofiles/edi_w7_communityprofile_sd_40.pdf

Human Early Learning Partnership. Early Development Instrument [EDI] report. Wave 7 Community Profile, 2019. Vancouver School District (SD39). Vancouver, BC: University of British Columbia, Faculty of Medicine, School of Population and Public Health; February 2020. Available from: http://earlylearning.ubc.ca/media/edi_w7_ communityprofiles/edi_w7_communityprofile_sd_39.pdf

Human Early Learning Partnership. EDI (Early Years Development Instrument) W7 EDI Subscales Community Profile, 2020. New Westminster (SD40). Vancouver, BC: University of British Columbia, School of Population and Public Health; January 2021.

Human Early Learning Partnership. EDI (Early Years Development Instrument) W7 EDI Subscales Community Profile, 2020. Vancouver (SD39). Vancouver, BC: University of British Columbia, School of Population and Public Health; January 2021.

Statistics Canada (2016). Census & National Household Survey. Retrieved from http://earlylearning.ubc.ca/maps/data/