Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Gibson, Jenny; Newbury, Dianne F.; Durkin, Kevin; Pickles, Andrew; Conti‐Ramsden, Gina; Toseeb, Umar

doi:10.1080/03054985.2020.1824902

Cited by 12 publications

(7 citation statements)

References 57 publications

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“…Evidence of the relation between language development and school performance is well established (Chow & Hollo, 2021; Dickinson et al, 2010; Peng et al, 2020). In the last decade, the continuities between early social development and academic outcomes have become increasingly evident (Gibson et al, 2021; Montroy et al, 2014). Toddlers and preschool children who engage in persistent challenging behavior are at a higher risk of developing persistent emotional and behavioral disorders (Hemmeter et al, 2021b; National Research Council and Institute of Medicine, 2009).…”

Section: Critical Linkages Between Language and Social-emotional Deve...mentioning

confidence: 99%

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

Kaiser

Chow

Cunningham

2022

Policy Insights from the Behavioral and Brain Sciences

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Early language skills and prosocial behavior contribute to positive outcomes across the lifespan. Screening has improved the identification and early intervention (EI) for children with hearing loss, autism spectrum disorders, and genetically based disabilities. However, many children with significant functional impairments in language and behavior are not identified before school entry. These children have missed a critical window for EI that might have prevented or mitigated persistent developmental language impairment and challenging behaviors. The critical need for early identification of children with delays in both language and social-emotional development by proposing a preventive, universal screening approach. This approach to early screening aims to reduce the number of children on a trajectory of academic failure and social difficulties as a result of these early developmental delays.

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Section: Critical Linkages Between Language and Social-emotional Deve...mentioning

confidence: 99%

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

Kaiser

Chow

Cunningham

2022

Policy Insights from the Behavioral and Brain Sciences

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“…Indeed, those with poorer quality relationships with their primary caregivers earlier in life tend to have language difficulties in childhood ( St Clair et al, 2019 ). This may create fewer opportunities for language acquisition by creating a poor early language and communication environment ( Gibson et al, 2020 ). Therefore, DLD and psychopathology may co-occur because the symptoms of psychopathology create environments and social situations that are not conducive to language acquisition and development.…”

Section: Phenotypic Associations Between Dld and Psychopathologymentioning

confidence: 99%

Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences

2021

Self Cite

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There is considerable variability in the extent to which young people with developmental language disorder (DLD) experience mental health difficulties. What drives these individual differences remains unclear. In the current article, data from the Twin Early Development Study were used to investigate the genetic and environmental influences on psychopathology in children and adolescents with DLD ( n = 325) and those without DLD ( n = 865). Trivariate models were fitted to investigate etiological influences on DLD and psychopathology and bivariate heterogeneity and homogeneity models were fitted and compared to investigate quantitative differences in etiological influences on psychopathology between those with and without DLD. The genetic correlation between DLD and internalizing problems in childhood was significant, suggesting that their co-occurrence is due to common genetic influences. Similar, but nonsignificant effects were observed for externalizing problems. In addition, genetic influences on internalizing problems, but not externalizing problems, appeared to be higher in young people with DLD than those without DLD, suggesting that the presence of DLD may exacerbate genetic risk for internalizing problems. These findings indicate that genetic influences on internalizing problems may also confer susceptibility to DLD (or vice versa) and that DLD serves as an additional risk factor for those with a genetic predisposition for internalizing problems.

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“…singing, playing pretend) contribute directly to measures of a child's social and academic school readiness, and in middle childhood (7-9 years), competencies in social play with peers predict outcomes on standardized literacy tests. Importantly, these e ects of play upon literacy outcomes are present even when e ects of family economic circumstances, language ability, phonological skills and general IQ have been accounted for (Gibson et al, 2020). ese examples illustrate that play makes the most of the social and emotional nature of learning and it is linked with both academic achievement and Socioeconomic Status.…”

Section: Play and Informal Learningmentioning

confidence: 99%

The social and emotional foundations of learning

Gotlieb¹,

Hickey-Moody²,

Güroğlu³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T he goal of this chapter is to assess and discuss research and knowledge concerning the signi cance of Social and Emotional Learning (SEL) in educational practices. The chapter rst discusses the nature of learning, which is inherently social, relational and a ective. The concept and de nitions of SEL are introduced to synthesize the debate around how social and emotional experiences interact with the learning processes. Then the development of socio-emotional skills across the lifespan with regards to neurobiological, social, and cultural factors is discussed, highlighting the important role of assessment in bringing a disciplined focus to SEL in schools. Applied research that describes interventions, programmes and policies geared towards promoting SEL and that can inform educational practices is then presented. The chapter concludes by recommending that SEL practices and policies should be responsive to context and culture, be informed by neurobiological development, and take into account educators' social and emotional capacities.

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Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Cited by 12 publications

References 57 publications

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences

The social and emotional foundations of learning

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