Originally published in 1993, Children’s Social Competence in Context provides a comprehensive and critical overview of current knowledge about family, school and cultural influences on children’s relations with others and the emergence of social competence at the time. Ongoing research in these areas is considered in the light of recent advances in the field of child development, especially the enhanced appreciation of the ways these context factors operate in conjunction with characteristics of the individual and with the process of development. Multiple pathways of influence are emphasized throughout the book in contrast with the linear causation implied in most early socialization research. The different modalities by which families, schools, and cultures may contribute to social competence are contemplated, together with a selective review of the evidence documenting each mode of influence, while consideration is also given to the conceptualization of social competence. Today it can be read in its historical context.This book will be of interest to students and researchers in psychology, human development, family relations, special education and sociology.

Originally published in 1993, Children’s Social Competence in Context provides a comprehensive and critical overview of current knowledge about family, school and cultural influences on children’s relations with others and the emergence of social competence at the time. Ongoing research in these areas is considered in the light of recent advances in the field of child development, especially the enhanced appreciation of the ways these context factors operate in conjunction with characteristics of the individual and with the process of development. Multiple pathways of influence are emphasized throughout the book in contrast with the linear causation implied in most early socialization research. The different modalities by which families, schools, and cultures may contribute to social competence are contemplated, together with a selective review of the evidence documenting each mode of influence, while consideration is also given to the conceptualization of social competence. Today it can be read in its historical context.This book will be of interest to students and researchers in psychology, human development, family relations, special education and sociology.

Originally published in 1993, Children’s Social Competence in Context provides a comprehensive and critical overview of current knowledge about family, school and cultural influences on children’s relations with others and the emergence of social competence at the time. Ongoing research in these areas is considered in the light of recent advances in the field of child development, especially the enhanced appreciation of the ways these context factors operate in conjunction with characteristics of the individual and with the process of development. Multiple pathways of influence are emphasized throughout the book in contrast with the linear causation implied in most early socialization research. The different modalities by which families, schools, and cultures may contribute to social competence are contemplated, together with a selective review of the evidence documenting each mode of influence, while consideration is also given to the conceptualization of social competence. Today it can be read in its historical context.This book will be of interest to students and researchers in psychology, human development, family relations, special education and sociology.