**1. Introduction**

Social competence is a term covering a variety of diverse internal factors and external behaviors that influence the likelihood and quality of social interaction. *Competence* implies an overall level of success in social interaction as it occurs in the contexts of daily life. The term has broad applications and encompasses many complex developmental factors, rendering most brief definitions simplistic. For example, the terms social skills and social competence are frequently been used interchangeably, but social competence has been conceptualized as a broader dimension comprised of not only social skills but also the neurological, temperamental, and environmental factors that both help and hinder social skill development and application [1, 2]. Social competence is experienced by the child but often judged by others: peers, teachers, and parents. The relationship between social competence and a variety of positive outcomes, such as success in school, has been well-documented. Social competence enables children to interact with peers in a variety of ways and contexts and to maintain positive relationships with peers and adults, both of which are critical for success in school and beyond. A significant amount of research into social competence in young children has identified negative consequences associated with social competence deficits.

In this chapter, the role of the early childhood educator in positively influencing the social competence of preschool children is explored. Specifically, the considerations, practices, and evidence bases for social competence teaching strategies and interventions in inclusive environments are emphasized. First, social competence is defined, and its importance to early childhood development is explored. Then, the impact of disabilities on social skills is touched upon. Universal considerations for preschool educators are presented, highlighting parallels between best early childhood education practices and those which form a foundation for proactively addressing social competence. Next, specific strategies and interventions to address social skills are shared. The chapter concludes with a model integrating these practices into a framework for addressing social competence in preschool that emphasizes strongly the role of the educator.
