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THE RELATION OF SOCIAL COMPETENCE, COPING MECHANISM AND THE PEER-PERCIEVED POPULARITY OF PRESCHOOL CHILDREN
Abstract
Preschoolers’ (N = 537) social competence, coping skills and peer-perceived likeability was assessed in Hungarian kindergarten groups belonging to the Romanian Educational System. We obtained measures both from parents and teachers in Social Competence Screening. A Coping Mechanism Questionnaire was answered by children and teachers as well. Sociometric peer nominations of acceptance, rejection and indifference were investigated to strengthen the findings of effective social behavior in the peer-group. As expected, social competence was strongly related to prosocial coping strategies. Socially competent children were more likely to use help seeking coping and negotiation strategies. Children with lower social competence cope in social conflicts with physical aggression, avoidance and emotional ventilation. Children with a higher score in social competence are associated with positive peer-ratings. Children with low social competence and children with aggressive coping strategies are rejected by „unlike” nominations. More knowledge about social competence, coping mechanisms and peer acceptance could offer information on the necessary interventions to promote early social development in kindergarten.
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