Abstract
Objective: This study attempts to clarify ways by which childcare professionals can promote social competence in children. Method: Focus group interviews were conducted with nineteen child care professionals (three groups) working in a nursery center that had conducted competence-development programs for not only typically developing children but also children with developmental disabilities. Results: Care professionals were found to play seven roles: objective clarification, helping enjoy, interpersonal relationships, expanding social network, changing the rhythm, promoting flexibility and adjustment when participating in group activities, keeping the future in perspective, and evaluating the effects of measures to promote social competence. Through analysis of interview data, we extracted fifteen categories: clarification of childcare policy, inculcating self-efficacy in the children, improving communication skills, readiness to face challenges, relationship with children, recognizing each child's individuality, cooperation between staff members, cooperation with parents, new community, organizing events, changing the status quo, a curriculum that matched children's development, expansion of activity, sending out signals, and understanding parents' perspectives. Conclusion: The findings, which reflect the actual voices of childcare professionals, are expected to aid in the realization of community empowerment.
