Associations between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills

Autor/inn/en	Aro, Tuija; Laakso, Marja-Leena; Määttä, Sira; Tolvanen, Asko; Poikkeus, Anna-Maija
Titel	Associations between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills
Quelle	In: Journal of Speech, Language, and Hearing Research, 57 (2014) 4, S.1405-1417 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2014_JSLHR-L-12-0411
Schlagwörter	Toddlers; Kindergarten; Young Children; Communication (Thought Transfer); Self Control; Longitudinal Studies; Language Acquisition; Executive Function; Developmental Delays; Comparative Analysis; Interpersonal Competence; Expressive Language; Regression (Statistics) + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Frühe Kindheit; Communication; thought; Kommunikation; Gedanke; Selbstbeherrschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachaneignung; Spracherwerb; Entwicklungsverzögerung; Interpersonale Kompetenz; Regression; Regressionsanalyse
Abstract	Purpose: In this study, the authors aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills by using longitudinal data from toddler age to kindergarten age. Method: Children with early language profiles representing expressive delay, broad delay (i.e., expressive, social, and/or symbolic), and typical language development were compared in domains of kindergarten-age executive and regulative skills (attentional/executive functions, regulation of emotions and behavioral activity, and social skills) assessed with parental questionnaires. Results: Children with delay in toddler-age language development demonstrated poorer kindergarten-age self-regulation skills than children with typical early language development. Broad early language delays were associated with compromised social skills and attentional/executive functions, and early expressive delays were associated with a generally lower level of kindergarten-age executive and regulative skills. Regression analyses showed that both earlier and concurrent language had an effect especially on the attentional/executive functions. Conclusions: The findings suggest that different aspects of toddler-age language have differential associations with later self-regulation. Possible mechanisms linking early language development to later self-regulative development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10