SOCIAL COMPETENCE AS AN OBJECT AND A PHENOMENON OF DEVELOPMENT

Abstract

In the article of L. Kalinina and I. Ryabukha «Social competence as object of development in lyceum» social competence of lyceum students is considered as difficult integral formation of personality; holistic and dynamic system of cognitive, activity and personality features. It is defined as integral property of personality, represented by the system of personal traits and features, capabilities and socially meaningful faculties providing accordance of individual to his social group and determines the achievement of successful realization of own and publicly meaningful aims in heterogeneous society. Structure and content of social competence is represented in content-structural submodel of social competence of a lyceum student. It is conceptually grounded that social competence has three basic constituents: cognitive, activity and personal. Cognitive constituent is subdivided into knowledge, ability and skills; activity – into experience and capabilities; personal – into psychophysiological qualities and traits. Each subconstituent is finely described in the article. Thus, social competence of a lyceum student shows itself in adequacy of co-operating with age-mates, adults, in groups, collective, society; it is based on knowledge of general sociocultural norms and rules and knowledge about how these rules can be used in definite situation of co-operating with surroundings; it is reflected in possessing abilities and skills of integration in society through the mechanisms of self-regulation (state of capacity); it can be seen in capabilities to control behaviour