社会能力是指一套能力、行为和反应针对其他服务培养积极的人际关系的人。卡茨和McClellen（1997，p. 9）认为，社会技能部分包括社会理解和交流技巧。说明了孩子配备了语言的基础知识，其他的规范和习俗更能够巧妙地在他们的同龄人的活动。他们进一步讨论，交流、讨论、谈判、交、合作、表达偏好，接受妥协和同情别人是社交的一部分。 亲社会行为是由三个不同的类别和他们分享，帮助和合作，根据玛丽恩的说法，2003（Preusse，2008引）。有人还说，认知和情感能力的发展是至关重要的亲社会行为的儿童的发展。另一方面，维果茨基在伯克和温斯勒，1995（Preusse，2008引）认为社会化为两倍，在社会参与的关系、语言认知作为一种社会交际工具。他进一步强调社会戏剧游戏的认知发展发生在儿童通过社会互动的重要性。
According to Jalongo ( 2006) , social competence is defined as a set of abilities , behaviours and responses directed towards other individuals that serve to foster positive human relationships. Katz and McClellen ( 1997 , p. 9 ) suggested that components of social skills include social understanding and interaction skills. It was stated that children equipped with a basic knowledge of language, norm and customs of others are more capable of engaging skilfully in their peers activities. They further discussed that communicating , discussing, negotiating, turn- taking, cooperating ,articulating preferences, accepting compromises and empathizing with others constitute part of social interaction.Prosocial behaviours consists of three distinct categories and they are sharing , helping and cooperation according to Marion , 2003 ( cited in Preusse , 2008). It was also stated that development of cognitive and emotional competencies is essential for a child’s development of prosocial behaviour. On the other hand, Vygotsky, in Berk & Winsler,1995 ( cited in Preusse ,2008) viewed socialisation as two fold, cognition in relation to social engagement and language as a tool for social communication. He further emphasized the importance of sociodramatic play by which cognitive development occurs in children through social interaction.
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