Arkansas Research Center
Module 5: Social Competence

By the end of this module you will be able to

  • Describe what the Social Competence domain measures and its four subdomains
  • Recognize how social competence shows up in everyday interactions and group settings
  • Connect social competence patterns to the environments and supports that shape them at the community-level

Definition

Social competence reflects how children interact with others, manage their behavior, and participate in shared environments. This includes their ability to cooperate with peers, demonstrate self-control, show respect for others, and communicate their needs and feelings in socially appropriate ways. These skills help children navigate group settings and meet everyday expectations in school and community contexts.

It includes four subdomains that break down the data into more detailed views:

Children who do well in this area demonstrate overall social and emotional development. This includes the ability to get along with others, play and work cooperatively, and show confidence in social settings.

This area reflects how well children follow rules and instructions, respect the property of others, and demonstrate self-control. It also includes showing respect toward adults and peers, accepting responsibility for actions, taking care of materials, and responding with tolerance when others make mistakes.

This subdomain shows how well children engage with tasks in structured environments. This includes listening attentively, following directions, completing work on time, and working both independently and carefully. It also captures their ability to solve everyday problems, follow routines, and adjust to changes.

This area is defined by children's curiosity and openness to new experiences. Children who excel in this subdomain will show eagerness to explore new toys, games, and books, as well as a general interest in the world around them.

Social competence in the EDI is best understood as:

Correct. Social competence reflects how children interact with others, manage their behavior, and participate in shared environments -- not just discipline or a skills checklist.

Not quite. Social competence is about how children interact, manage behavior, and participate in shared environments. It is broader than discipline or a checklist.

What This Looks Like

Social competence shows up in shared moments throughout the day. During group activities or unstructured time, some children move easily into interactions. They join others, take turns, and respond to what's happening around them. Others may hang back or struggle to enter a group. Some need more support to navigate disagreements or shifting dynamics. Across a community, these differences shape how children build relationships and find their place within a group.

Spark Question

Spark Question

What social environments or supports in your community help children build relationships and participate with others?

One perspective

Children learn social skills in many places: playgrounds, libraries, faith communities, early childhood programs, and neighborhood gatherings. The question is not just whether children have access to these places, but whether those environments are designed to support relationship-building, cooperation, and positive interaction among young children.

Dive into the Dashboard

Start by looking at overall patterns:

  • Which areas have higher percentages?
  • Which areas have lower percentages?
  • Are there places that look different from nearby areas?

Then compare across subdomains:

  • Which subdomain looks strongest overall?
  • Which subdomain looks lower compared to the others?
  • Do patterns stay the same across subdomains, or do they change?

Role-Specific Reflections

Your entry point

Reflect on how school environments and supports influence student engagement and behavior.

Your entry point

Consider what current or proposed curricula might influence social competence skills for your students.

Your entry point

Where do young children learn to navigate relationships, routines and new experience in your community?

Success Story

A Community Response

After reviewing the EDI results, community members noticed that fewer children were demonstrating strengths in social competence than expected. Rather than assuming children simply needed to behave better, the conversation shifted to where children have opportunities to practice these skills. Schools, early childhood programs, and community partners began exploring how transitions, group activities, and shared expectations could help children build confidence, responsibility, and positive relationships across settings.

Check for Understanding

Which of the following best reflects how Social Competence is understood in the EDI?

Correct. Social Competence is a reflection of children's ability to interact, regulate behavior, and participate in shared environments -- not a checklist or a measure of individual discipline.

Not quite. The correct answer is B: Social Competence reflects children's ability to interact, regulate behavior, and participate in shared environments.