Associations between Toddler-age Communication and Kindergarten-age Self-regulatory Skills
Aro, T., Laakso, M-L., Määttä, S., Tolvanen, A. & Poikkeus, A-M. (2014). Associations between Toddler-age Communication and Kindergarten-age Self-regulatory Skills. Journal of Speech, Language, and Hearing Research, 57 (4), 1405-1417. doi:10.1044/2014_JSLHR-L-12-0411
Published inJournal of Speech, Language, and Hearing Research
© American Speech-Language-Hearing Association 2014. This is a final draft version of an article whose final and definitive form has been published by American Speech-Language-Hearing Association. Published in this repository with the kind permission of the publisher.
Purpose: The study aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills utilizing 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. ...
PublisherAmerican Speech - Language - Hearing Association
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