Abstract. Because early childhood educators have been entrusted with the responsibility of promoting children S social competence, it is important to consider the meaning of this concept and its value as an educational objec - tive. Accordingly, three principal themes are addressed in this article. First, the construct of social competence is examined with the aim of explicating assumptions about its locus, its modes of expression or manifestations, and the conditions under which children s performance can be considered competent. Second, the value of social competence as an educational objective is appraised in light of what has been learned, empirically, about its role in chil - dren s development. Third, findings from research on the precursors of social competence are reviewed as a means of identifYing resources that may useful for promoting social competence in young children.
If Competence is Defined by Success at Social Tasks, What Constitutes Success? Why is Social Competence Important for Young Children? Can Young Children\'s Social Competence be Encouraged? Parents and the Family Milieu Childcare and Preschool Environments Neighborhood and Community Settings Educational Interventions and Programs Conclusions: Is Social Competence a Worthy Educational Objective? References
