Metodologías activas para desarrollar la formación ciudadana en Ciencias Sociales con alumnado de Educación Secundaria

The article substantiates the peculiarities of the development of social competence of students in school education in the Czech Republic. Different methods of scientific research were used: the study of scientific research on the development of social competence of students in school education - to identify the factors of the development of social competence; analysis, generalization, systematization of psychological and pedagogical literature - to determine the theoretical and methodological principles and main approaches to solving the specified problem, definitional analysis of the concept of «social competence»; inductive-deductive methods and the method of generalization - to determine the features of the development of social competence of students in school education; systematization - to identify areas of educational activity in schools that contribute to the development of social competences of schoolchildren. It was determined that in the school education system in the Czech Republic, it is special to take into account the opportunities for the development of social skills and competencies of a social nature, which are key competencies that determine specific educational goals and tasks in the context of educational programs. School, education, upbringing, education, and socialization are interrelated concepts. Levels and general prerequisites for the development of social skills are proposed: personality development in the conditions of the natural and educational environment of the school, communication, and interaction with the environment based on interpersonal relations and relationships. It is emphasized that an important aspect of understanding social competence is its relationship with a person's moral development. Adaptation to a specific social environment cannot be a criterion of personal effectiveness. It was concluded that the development of social competence of students in the school educational environment involves the design of the content and deployment in the educational process of socially significant situations that set the social context of the future life and activities of students and that have educational potential.

The article analyses the theoretical aspects of the problem of socialisation of children with Down syndrome and hearing impairments, providing them with comprehensive psychological and pedagogical assistance and developing their social competence. An important task is to analyse the problem of early manifestation, psychological support and the development of social competencies in children with Down syndrome and hearing impairment. The authors of the article state that the problem of organising medical and psychological support for children of early age with Down syndrome, monitoring their health status and psychomotor development is becoming more and more relevant, which is connected with the crucial importance of the first decades of life of a child with such a disorder for their further development and adaptation in society. The article dsells upon the concept of “social competenceˮ in children with Down syndrome and hearing impairment. Common to almost all definitions of competence is understanding it as a child's ability or readiness to cope with various social tasks, which in turn depends on the acquired knowledge, abilities and skills needed to perform a certain job. Therefore, the acquisition of knowledge, skills and abilities are not the result of acquiring knowledge, but an intermediate mandatory goal, though not the main component of the educational result. The importance of hearing development in the early stages after cochlear implantation and the corresponding remedial developmental work have been clarified. It is vitally important to stimulate the cognitive development of children with Down syndrome, especially at preschool age, because language development is the cornerstone of a child's healthy and fulfilling life, which specialists and teachers strive for, which in turn will form the child's high social competences. Thus, the identified problem is important, since the main conditions for effective psychological support and development of a child with Down syndrome and impaired hearing are early detection of hearing impairment, timely hearing prosthesis and cochlear implant adjustment, as well as the creation of an educational space conducive to successful learning and full-fledged personal development. The impact of hearing loss in children with Down syndrome has serious consequences for the further development and formation of the child's social competences. It is known that hearing loss leads to many developmental problems, including: delayed or absent speech development, impaired communication skills, problems with reading, writing and other skills, low academic performance, social isolation, etc. Keywords: children with Down syndrome, hearing impairment, cochlear implantation, remedial and developmental work, social competencies.

The Bologna Process indicates that preparation for living as active citizens in a democratic society is one of the main purposes of higher education. Moreover, other relevant European strategies postulate that social competences development in HE graduates as well as the European Qualifications Framework should comprise the pillar of 'competences: autonomy and responsibility'. The United Nations and OECD emphasise the role of education and developing social competences, too.Higher Education Institutions' (HEIs) educational mission involves the transfer of knowledge and skills, as well as shaping the social competences of students. This article aims to show good practices in the development of students' social competences by different HEIs. Based on the cases the findings were formulated that the development and assessment of social competences in HEIs is possible, however, one standardised solution cannot be developed. Diversity is crucial in the presented programmes. Our main recommendation is to create room for debates about social competences in the researched countries and in the whole EHEA.

The process of formation and development of social and communicative competence of students in the process of studying the discipline "Psychology of social communications" is considered. The role of humanitarian academic disciplines in the process of formation and development of social and communicative competence of students is emphasized. The essence of "social and communicative competence" is analyzed. The components that make up this competence are discussed in detail. It is emphasized that the most effective way to form social and communicative competence can be directly at the university in the process of professional training. The conditions for the effective formation and development of this competence are listed. It is concluded that students in the humanities have a higher level of formation of social and communicative competence, since their curriculum includes disciplines of the socio-psychological cycle, aimed the formation of competencies included in the researched competence. It is noted that in the curricula of technical specialties, developed on the basis of Federal State Educational Standard 3 ++, many universities of the Russian Federation began to include disciplines of the social and humanitarian cycle, which make it possible to form social and communicative competence at a high level. The experience of the Samara State Technical University on the inclusion in the curriculum of all technical specialties the discipline "Psychology of social communications", aimed the formation and development of universal competencies, which are components of social and communicative competence. Methods and forms used by teachers in the process of teaching this discipline, contributing to an increase in the level of formation of social and communicative competence, are analyzed in detail. The urgency of the problem of the formation of social and communicative competence is noted. It is concluded that the discipline "Psychology of Social Communications" contributes to the effective formation and development of social and communicative competence of students of technical specialties.

The article deals with some productive approaches to studying the development of social competency of water transport workers on the personality level in the process of continuous professional education and professional activity. It has been ascertained that social competency of water transport specialists is an important factor of forming some successful models of realizing professionalism, professional institutions and other elements of the market procedure, and social aspects in the structures of productive coordination become a social constructing object on the side of professional groups themselves, which requires understanding these processes and working out a model of analysis and construction of strategies of the development of professional groups social competency and its approval. On the basis of the sociological concept of social collective coordination, a connection of fixing the role personality self-identification in social practices in the contexts of influences of their realization technologies is established. Some principal factors of making influence on the development of social competency in the course of effective professional activity and the availability of society’s purposeful influence on personality by means of socio-cultural surroundings, in which personality continues and develops professionally and socially, determined. The results of research interviewing of acting sea transport experts are presented. Some sociological characteristics of social competency of water transport specialists are made more exact by means of the qualitative investigation of the factors of this expert group social coordination. According to the expert interview with sea transport specialists, four groups of basic competencies of a water transport specialist, connected with the efficiency of labour activities, are determined: professional training; disciplined state; command work skills; loyalty to an employer’s company. On the basis of the analysis of the received data, some structural components of the water transport specialist’s competency are distinguished; they are connected with attitude to administrative authorities, management or subordination; with tolerance; with moral aspects of the crew coordination actualizing the aspects of moral competency and mutual confidence; with communicative and interactive aspects of the crew cooperation. According to the data of the author’s research interviews, a connection of activation of the processes of the expert personality’s socio-professional self-identification with the social and professional surroundings and increasing the level of his social and value adaptation in the environment with the social competency level is established. The availability of steady features, reflecting the demands of water transport specialists to the sea profession, regardless of a speciality (moral maturity, sociability and comradeship, firmness to stresses, behaviour normativeness, courage, self-control, adequate self-apprisal) is discovered. The necessity of working up adaptive and communicative components of social competence in small professional groups in the conditions of the closed surroundings and development is proved.

Developing social and emotional learning competencies in classrooms implementing the Schoolwide Positive Behaviour Support Program: Three case studies

This article presents the results from research into the development of social and intercultural competence in student teachers through peer assessment. The purpose of the study is to identify and describe the degree to which peer assessment can influence the development of competencies. Also, to formulate recommendations for the integration of peer assessment in the education of students towards the development of social and intercultural competence. The theoretical analysis is based on a review of the scientific literature on social and intercultural competence and peer assessment, and it is followed by a quantitative and qualitative analysis. Twenty-five students, training to be teachers at Sofia University "St. Kliment Ohridski", Faculty of pedagogy, participated in the study. Each of them wrote an essay on intercultural competence and each of the students reviewed three of their colleagues' essays. The research confirms that providing feedback helps the development of social and intercultural competence in two directions: students form skills for providing constructive feedback and criticism; and they develop their abilities for accepting feedback, reflecting on their strengths and weaknesses, which leads to striving for self-improvement. Another conclusion, based on the analysis is, that by providing detailed instructions prior to peer assessment, by organizing a subsequent discussion and reflection, students would improve their skills in providing feedback, constructive criticism, considering the ideas of others with respect, understanding different perspectives. Hence, the study confirms that peer assessment provides educational opportunities for the development of social and intercultural competence.

This study aims to analyze and describe the development of teacher’s social competency based on local wisdom at Al-Hilal Islamic Junior Secondary School in Tehoru Village. The values of local wisdom community in Central Maluku district was integrated in the development of teacher social competence. This study employed the qualitative approach. The data source consisted of primary and secondary data. The data were collected through observation, interview and documentation. The data were analyzed using interactive model of Miles and Huberman.The focuses of this study were: (1) the values of local community wisdom, (2) the integration of the local wisdom values in the development of teacher’s social competence, (3) supporting and inhibiting factors in the development of teacher-based social competence of local wisdom. The study reveals three findings. First, the local wisdom value of the people of Central Maluku is Hidop orang basudara which has philosophical value of ale rasa beta rasa, sagu salempeng pata dua, potong di kuku rasa di daging. The values are implemented in societal life like ;masohi, badati, maano. There are also some belief symbols which is convinced by the society like batu kramat. Second, the values of local wisdom in the development of teacher social competence at Al-Hilal Islamic Junior Secondary School in Tehoru village refer to the values of social attitudes and social systems. The social attitudes are brotherhood, responsibility, mutual caring, and cooperation. Whereas the social system is every activity carried out together. Third, there are three inhibiting factors in the development of teacher social competence: the lack of human resources (HR), both educators and educational staff; lack of facilities and infrastructure, and limited of information. In contrast, there is a supporting factor in the development of teacher social competence, namely: the role of community to have active participation regarding the progress of education quality.Keywords: local wisdom, teacher’s social competence

Modern conditions of life and the interaction of the individual with the environment necessitated the development of social competence in the younger generation. It is emphasized that social competence is considered an important component of the process of socialization of young people, allows a person to adapt to various external and internal situations. It is noted that the first theories of social competence were introduced three decades ago, which, under modern conditions, underwent a certain transformation. The article analyzes the research of foreign scientists from the USA, UK, Spain, Holland on the assessment and formation of social competence in adolescents. It was revealed that a similar comprehensive analysis was carried out in 2011 by a group of scientists led by N. Humphrey. It was revealed that research of foreign scientists was carried out in the following areas: general issues of social competence; social competence of children of preschool and school age, social competence of students and adults in the aspect of professional growth; social competence in terms of medicine, psychology. The analysis of scientific works showed that in the field of research of foreign scientists lies the relationship between: student success, academic and social skills; intelligence, social intelligence and social competence; social competence, academic performance and behavior. It has been found that academic performance is often used as one of the criteria for assessing social competence. Foreign researchers associate the development of social competence with a positive influence on behavior, academic performance, personal success. The effectiveness of the formation of social competence depends on a positive attitude to the result, the use of active learning methods, productive discussions between peers, the use of joint group work in the classroom.

Social Competence in Children.- Development of Social Competence in Children.- Assessment of Social Competence in Children.- Social Competence in Children with Attention Deficit Hyperactivity Disorder.- Social Competence in Children with Learning Disabilities.- Social Competence in Children with Nonverbal Learning Disabilities.- Social Competence in Children with Autism Spectrum Disorders.- Social Competence in Mentally Handicapped Children.- Social Competence in Children Who Are Gifted and Talented.- Social Competence in Children with Externalizing Disorders.- Social Competence in Children with Internalizing Disorders.- Social Competence in Children with Acquired and Chronic Disorders.

Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

This article addresses the dynamics of parent–child interactions and their potential influence on the development of social competence among children with Down syndrome (DS). The authors argue that a strong parent–child relationship is fundamental for building the social competence of children with DS and the integration and inclusion of these children into their communities. The Learn at Play Program (LAPP), a model of early intervention that prioritizes the goals of nurturing and shaping the development of interpersonal skills and social competence among children with DS, is proffered. Discussed first is a brief overview of early intervention and the rationale for the need to focus on parent–child interactions and social competence when DS is present. The LAPP early intervention model for children with DS and their families is presented along with data from seven mother–child dyads assessed with the LAPP longitudinal study of parent–child interactions in DS to demonstrate the use of the model. The author's experiences with the LAPP program are also used to illustrate the utility of linking supportive networks (such as nonprofit organizations), academic and provincial government funding partnerships and public policy forums, and publicly funded organizations providing services to children with developmental delays from birth to 3 years old.

We examined the long-term direct and indirect links between coparenting (conflict, communication, and shared decision-making) and preschoolers' school readiness (math, literacy, and social skills). The study sample consisted of 5,650 children and their biological mothers and fathers who participated in the Early Childhood Longitudinal Study-Birth Cohort. Using structural equation modeling and controlling for background characteristics, we found that our conceptual model of the pathways from coparenting to child outcomes is structurally the same for cohabiting and married families. Controlling for a host of background characteristics, we found that coparenting conflict and shared decision-making were negatively and positively, respectively, linked to children's academic and social skills and co-parental communication was indirectly linked to academic and social skills through maternal supportiveness. Coparenting conflict was also indirectly linked to children's social skills through maternal depressive symptoms. The overall findings suggest that for both cohabiting and married families, the context of conflicted coparenting may interfere with the development of children's social competencies and academic skills, whereas collaborative coparenting promotes children's school readiness because mothers are more responsive to their children's needs. These findings have implications for programs aimed at promoting positive family processes in cohabiting and married families.

Over the past decades several researches have addressed the social competence from the university setting by its importance for education and society (Hidalgo and Abarca, 1990; Johnson et al., 1991; Oberst et al., 2009). Social factors play an outstanding role in the learning process of higher education students as they are being professionally prepared to actively participate and contribute in a changing society (Del Prette et al., 1999; Marin and Leon, 2001). According to Schoon (2009), an increasing globalization and use of technologies have led to a series of socio-historical changes were social competence have been affected by the emergence of new values and lifestyles. Therefore, the development of social competence has become one of the main objectives of contemporary education systems and institutions (Gedvilienė, 2012). Universities are providing indicators for generic competences to evidence their effectiveness in terms of students’ learning outcomes (Xie et al., 2014). In fact, the European Commission (2005) considers social competence an essential and one of the most important precursors of prosperity and social well-being in its Member States. Social competence refers to display socially appropriate behaviors in different circumstances and according to the social expectations of the environment (Gresham, 1995). A socially competent person is able to optimize their social behavior depending on the available social information (Taborsky and Oliveira, 2012). This ability improves his/her interaction, social relationships (Savickas, 2005) and is based on behavioral flexibility. According to the European Parliament (2006), social competence is one of the eight key competences for lifelong learning, and refers to all behaviors that allow individuals to participate in an effective and constructive way in different environments of social and working life. Social competence in educational settings is influenced by the learning environment where highlights the ability to communicate and cooperate with each other (Gedvilienė, 2012). Successful communication and cooperation situations include a wide range of skills and behaviors as: teamwork, problem solving, decision making, facing challenges, establishing and maintaining relationships, self-control, assertiveness, responsibility, respect, creativity, or critical thinking, among others. The development of social competence from school to university years has an outstanding importance for allowing personal growth, self-esteem, and the respect for the socially established human rights. An individual with a poorly developed social competence may find difficulties to successfully interact with the events of his/her life, demonstrate positive feelings, set goals, or devise strategies, especially in adverse situations (Del Prette et al., 1999). In the last decade, several studies coincide in asserting on the importance of designs and evaluations of programs to develop social competence among higher education students (Gonzalez and Lobato, 2008; Garcia Rojas, 2010; Perez-Escoda et al., 2010). Karl-Heinz and Lindner-Muller (2012) also point out the importance of developing rational instruments for the measurement of social competence, as this is the first step taken in the study for both the social competence development and its impact on other crucial education results, as well as for the psychosocial development (Schoon, 2009). However, the development and measurement of social competence in higher education seems to face a challenge as the general organization of courses does not favor group work and educational goals at university are focused on academic knowledge (Buchs and Butera, 2015).

IntroductionSocial development during childhood is considered one of the greatest challenges in today's education. Although the school environment can tremendously influence student social development, the efforts for the achievement of this goal appear to be unsuccessful or incomplete. As a result, many countries raise concern about the ongoing student problem behaviours (De Jong, 2005), and report high bullying in elementary school (Wong, Lok, Lo, & Ma, 2008). Recent studies in Cyprus provide similar evidence about student problem behaviours (e.g., Stavrinides, Paradeisiotou, Tziogouros, & Lazarou, 2010) as well as their relation with the increasing ethnic diversity (e.g., Zembylas, Michaelidou, & Afantintou-Lambrianou, 2010).Researchers realized that social skills development can affect, in short and long terms, the life of students (Gulay & Akman, 2009), and since 1970s, focusing attention towards prevention, suggested that they should be addressed systematically at early ages (Zsolnai & Jozca, 2003). Social skills may be viewed as observable and learned sets of self and interpersonal behaviours (e.g., goal setting, cooperation) that lead to desired social outcomes (Hay, Payne, & Chadwick, 2004). This conceptualization was verified by research studies which demonstrated that inadequate acquisition and performance of social skills is often associated with negative outcomes (mental, externalizing, and internalizing problems) such as negative peer interactions (Hay et al., 2004), rejection, depression, and loneliness (Cole & Carpentieri, 1990; Parkhurst & Asher, 1992). Negative peer relations and child loneliness, in turn, are related to negative behaviour at home and school, respectively (e.g., Stormshak & Webster-Stratton, 1999). Also, negative social behaviours are related to a continuous poor student adjustment (Morgan & Merier, 2008) and achievement in school (Hung & Lockard, 2007). In contrast, acquisition of social skills has been often associated with positive peer relationships, and assimilation and adaptation of social behaviour (Parker & Asher, 1987). In general, positive social behaviours and interactions have been found to affect children's social, emotional and academic adjustment, as well as their educational success (Hay et al., 2004). The above relations could be explained by the point of view that inadequate social skills are the cause and effect of behavioral and emotional problems. Within a vicious circle, poor social skills, for instance, cause an increase in problem behaviours, which also causes the continuation of poor social skills (Merell & Gimpel, 1998).The acquisition and performance of social skills seems to be directly associated with social cognitive development or social cognition, a process which allows the development of social competence. Being summative and others-based, social competence is comprised of social skills and indicates the degree of one's adequacy in applying them. This process may be considered a specific application of Bandura's (1986) social cognitive theory (Merrell & Gimpel, 1998).Factors such as age and gender are among the important considerations in social skills development. Based on the aspects of social cognitive development that relate to social competence (Eisenberg & Harris, 1984), upper elementary school children acquire quality problem-solving skills (Pelligrini, 1980) as well as cooperative and supportive communications (Keane & Cogner, 1981). Also, their friendship patterns are characterized by an increased concern about self-presentation and peer acceptance (Goldstein & Gallagher, 1992). Adolescents develop further their social skills, since their cognitive and social capabilities mature. That reflects to the increasing complexity and number of their positive social communications (Eisenberg & Harris, 1984) and solutions to social problems (Pelligrini, 1980). They also rely on self-, rather than peer-oriented friendship patterns which enable them to discover their personal identity (Gottman, 1986). …