ABSTRACT
This chapter examines children's social competence and peer relations, as the construct represents the processes children must use in order to be a functioning member of society. Further, the notion of social competence includes both social and cognitive behavioural measures. The construct 'social competence' is enormously important for educators to consider. As Zigler and Trickett noted more than a generation ago, educational programs for children should consider the whole child, not just cognitive dimensions, such as intelligence quotient (IQ) and achievement. Broadly defined, social competence for primary school children certainly does include cognitive dimensions, such as achievement. It also includes other behaviours which are important in children's functioning in those institutions in which they live. It also considers children's interactions with peers and adults in their lives. Children who exhibit maladaptive behaviour with peers and adults also have problems with achievement in school. This constellation of behaviour leads to problems, such as juvenile delinquency, and substance abuse, in later life.
