Näytä suppeat kuvailutiedot

dc.contributor.authorAro, Tuija
dc.contributor.authorLaakso, Marja-Leena
dc.contributor.authorMäättä, Sira
dc.contributor.authorTolvanen, Asko
dc.contributor.authorPoikkeus, Anna-Maija
dc.date.accessioned2015-11-25T12:24:38Z
dc.date.available2015-11-25T12:24:38Z
dc.date.issued2014
dc.identifier.citationAro, T., Laakso, M-L., Määttä, S., Tolvanen, A. & Poikkeus, A-M. (2014). Associations between Toddler-age Communication and Kindergarten-age Self-regulatory Skills. <em>Journal of Speech, Language, and Hearing Research</em>, 57 (4), 1405-1417. <a href="http://dx.doi.org/10.1044/2014_JSLHR-L-12-0411">doi:10.1044/2014_JSLHR-L-12-0411</a>
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/47831
dc.description.abstractPurpose: 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.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherAmerican Speech - Language - Hearing Association
dc.relation.ispartofseriesJournal of Speech, Language, and Hearing Research
dc.rightsIn Copyright
dc.subject.othertaaperot
dc.subject.otherviestintä
dc.subject.otheritsesäätely
dc.subject.othertaidot
dc.subject.othertoddlers
dc.subject.othercommunication
dc.subject.otherself-regulatory
dc.subject.otherskills
dc.titleAssociations between Toddler-age Communication and Kindergarten-age Self-regulatory Skills
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201511253810
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpettajankoulutuslaitosen
dc.contributor.laitosKasvatustieteiden laitos
dc.contributor.oppiaine
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.relation.issn1092-4388
dc.type.versionacceptedVersion
dc.rights.copyright© 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.
dc.rights.accesslevelopenAccess
dc.format.contentfulltext
dc.rights.urlhttps://rightsstatements.org/page/InC/1.0/
dc.relation.doi10.1044/2014_JSLHR-L-12-0411


Aineistoon kuuluvat tiedostot

Thumbnail

Aineisto kuuluu seuraaviin kokoelmiin

Näytä suppeat kuvailutiedot

In Copyright
Ellei muuten mainita, aineiston lisenssi on In Copyright