Prompt, appropriate, and contingent maternal behaviors play a role in early language acquisition, as do individual differences in children's temperament. However, little work has investigated the combined influence of maternal psychosocial and child biological factors on expressive language development. The purpose of this study was to evaluate the concurrent and longitudinal contributions of responsive/intrusive parenting and child temperament to multiple expressive language outcomes at 10 and 24 months of age. Participants included 407 mothers and children (209 girls). Mothers completed questionnaires about their infant's temperament and language, and maternal parenting was coded during mother–child interaction tasks. Dependent variables included (1) gestures at 10 months, (2) vocabulary at 24 months, (3) mean length of utterance at 24 months, and (4) sentence complexity at 24 months. After controlling for child sex and maternal education, child temperament was associated with language outcomes at 10 and 24 months, whereas intrusive, but not responsive, parenting related to only 24 month language outcomes. Longitudinally, infant negative affectivity predicted sentence complexity in toddlerhood. These findings elucidate the presence of both psychological and biological predictors as they differentially influence various aspects of expressive language development across the first two postnatal years.
Early childhood marks a time where word learning is accompanied by rapid growth in the cognitive processes that underlie self-modulated and goal-directed behavior (i.e., executive functions). Although there is empirical evidence to support the association between executive functioning and vocabulary in childhood, inconsistent findings have been reported regarding the extent to which early executive functioning abilities predict later vocabulary outcomes and vice versa. To clarify the nature of the longitudinal relation between these two processes and to examine what, if any, claims can be made about their interdependence, a critical review of the literature was conducted. Also addressed are the conceptual and/or methodological differences that exist across studies conducted on this topic that may be contributing to some of the discrepancies reported in the longitudinal literature. Finally, this review provides practical and empirically-informed future directions to serve as a resource for early childhood researchers advancing this area of study.
Receptive vocabulary development was examined in 313 children (151 girls; 78% White) as a function of infant attention and maternal education (66% of mothers held a college degree or higher). Attention was measured at 10 months using a dynamic puppet task and receptive vocabulary was measured at 3-, 4-, 6-, and 9 years of age using the Peabody Picture Vocabulary Test. The best-fitting multilevel growth model was a quadratic model as a function of age. Results indicated that both infant attention and maternal education were predictors of receptive vocabulary initial status, with no differences as a function of child sex. In contrast, infant attention, but not maternal education, predicted growth in receptive language skill, and boys demonstrated a faster rate of receptive language development in comparison to girls. These findings illustrate that even after accounting for child sex and maternal education, infant visual attention predicts children’s receptive language development starting from the early preschool period into the elementary school years. These findings demonstrate the importance and nature of the role that infant attention and maternal education play with respect to childhood receptive language development.
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