The argument for assessing social competence continues because of the over-reliance on academically oriented standardized tests. Both these domains are important, interdependent measures of adaptation to school. The assessment of social competence calls for the use of observational data, teacher rating scales, peer nomination measures, and standardized tests. In short, multiple assessment measures are needed, particularly for decisions about grade retention or assignment to special classes. While classrooms can be used to study such relationships, a playground maximizes opportunities for peer interactions, minimizes the chances of teacher involvement, and provides children with a greater amount of play.
Children try to play such games well because they want to sustain interaction with peers.
Thus, children show their competence. Children's playground behavior were observed and their peer-nominated sociometric status assessed. Teachers rated children's personalities for both years. The results indicated a number of important things. Games may predict achievement because the social interaction characteristic of games taps a number of linguistic, social, and cognitive dimensions that are incorporated into later achievement.