The role of language in the development of emotion regulation.

Cole, Pamela M.; Armstrong, Laura Marie; Pemberton, Caroline K.

doi:10.1037/12059-004

Cited by 151 publications

(130 citation statements)

References 102 publications

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“…Within the MSELD preschool and Oregon sample, higher levels of expressive language at the start of preschool was associated with earlier development, similar to other field findings (Bohlmann et al, 2015; Vallotton & Ayoub; 2011). There is long standing theoretical support for the role of language as an organizational tool used to aid self-regulation development (Cole et al, 2010; Vygotsky 1934/1986), and the current study provides some evidence that early language skills may affect the timing and rate of development of early self-regulation growth across early childhood. Higher levels of language may give children the ability to organize and better understand incoming information such as complex behavioral rules, contributing to the use of more complex self-regulation that relies on attending to and keeping track of information (i.e., working memory), while inhibiting a well learned dominant response pattern.…”

Section: Discussionmentioning

confidence: 53%

The development of self-regulation across early childhood.

Montroy

Bowles

Skibbe

et al. 2016

Developmental Psychology

380

285

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The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of three and seven, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across three diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow three distinct developmental patterns of growth. These three trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds with implications for offering individualized support across children.

show abstract

Section: Discussionmentioning

confidence: 53%

The development of self-regulation across early childhood.

Montroy

Bowles

Skibbe

et al. 2016

Developmental Psychology

380

285

View full text Add to dashboard Cite

show abstract

“…While this differential association was not originally hypothesized it corresponds with existing theoretical models of the development of emotion regulation and sustained attention. On the one hand, using regulatory language (e.g., commands, prohibitions) may teach children to use language to regulate their own emotions (Cole, Armstrong, & Pemberton, 2010). On the other hand, using behaviors (e.g., modeling, physical support) may help children to redirect their attention from what they are doing to what their fathers want them to do, encouraging joint and sustained attention.…”

Section: Discussionmentioning

confidence: 99%

Low‐income, Minority Fathers’ Control Strategies and Their Children's Regulatory Skills

Malin

Cabrera

Karberg

et al. 2014

Infant Mental Health Journal

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The current study explored the bidirectional association of children's individual characteristics, fathers' control strategies at 24-months and children's regulatory skills at pre-kindergarten (pre-K). Using a sample of low-income minority families with 2-year-olds from the Early Head Start Evaluation Research Program (n = 71) we assessed the association between child gender and vocabulary skills, fathers' control strategies at 24-months (e.g., regulatory behavior and regulatory language), and children's sustained attention and emotion regulation at pre-kindergarten. There were three main findings. First, fathers' overwhelmingly use commands (e.g., do that) to promote compliance in their 24-month old children. Second, children's vocabulary skills predict fathers' regulatory behaviors during a father-child interaction, whereas children's gender predicts fathers' regulatory language during an interaction. Third, controlling for maternal supportiveness, fathers' regulatory behaviors at 24-months predict children's sustained attention at pre-kindergarten whereas fathers' regulatory language at 24-months predicts children's emotion regulation at pre-kindergarten. Our findings highlight the importance of examining paternal contributions to children's regulatory skills.

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“…Young children should begin to adopt their caregiver’s regulatory speech, which increasingly emphasizes proactive or inhibitory rather than soothing behaviors (Winsler, Diaz, McCarthy, Atencio, & Chabay, 1999). Having a larger oral vocabulary should provide children both with greater symbolic representations of their internal states and better-articulated frameworks for understanding their experiences, resulting in greater ability to organize and guide actions, regulate emotions, and self-verbalize problem-solving strategies (Cole, Armstrong, & Pemberton, 2010). Observable indicators of greater behavioral self-regulation, or “approaches to learning,” include remaining attentive, persistent, flexible, engaged, and organized while completing classroom tasks (e.g., Li-Grining, Votruba-Drzal, Maldonado-Carreno, & Hass, 2010).…”

Section: Oral Vocabulary’s Theorized Relation With Academic and Behavmentioning

confidence: 99%

24‐Month‐Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

et al. 2015

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Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely predictive of academic and behavioral functioning at kindergarten entry. Children from higher socioeconomic status households, females, and those experiencing higher-quality parenting had larger oral vocabularies. Children born with very low birth weight or from households where the mother had health problems had smaller oral vocabularies. Even after extensive covariate adjustment, 24-month-old children with larger oral vocabularies displayed greater reading and mathematics achievement, increased behavioral self-regulation, and fewer externalizing and internalizing problem behaviors at kindergarten entry.

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The role of language in the development of emotion regulation.

Cited by 151 publications

References 102 publications

The development of self-regulation across early childhood.

The development of self-regulation across early childhood.

Low‐income, Minority Fathers’ Control Strategies and Their Children's Regulatory Skills

24‐Month‐Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

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