Skip to main content
Top
Gepubliceerd in:

04-02-2019

The Direct and Indirect Relations Between Self-Regulation and Language Development Among Monolinguals and Dual Language Learners

Auteurs: Emily Hanno, Sarah Surrain

Gepubliceerd in: Clinical Child and Family Psychology Review | Uitgave 1/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

In this review, we expand the conversation on the relations between self-regulation and language development in early childhood to include the growing population of dual language learners (DLLs). In the first sections, we highlight similarities in the timing and mechanisms of self-regulation and language development, respectively, and then summarize theoretical and empirical literature on the domains’ joint development. We ground this review in a conceptual model of the direct and indirect relations between skills in the two domains. In terms of direct relations, language facilitates mental organization and representation of self-regulation, whereas self-regulation allows children to capitalize on language-learning opportunities. Indirectly, self-regulation and language are related through shared ecological contexts of development. Throughout, we evaluate the applicability of our conceptual model among DLLs in light of evidence that: (1) language background is associated with unique contextual realities with implications for development in both domains, and (2) contemporary methodological approaches often fail to accurately capture DLLs’ skills in either domain. We present recommendations for future research on the relation between self-regulation and language that take into account these distinct considerations for DLLs.
Literatuur
go back to reference Aikens, N., Knas, E., Malone, L., Tarullo, L., & Harding, J. F. (2017). A spotlight on dual language learners in Head Start: FACES 2014 (No. OPRE Report 2017-99) (pp. 1–15). Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Aikens, N., Knas, E., Malone, L., Tarullo, L., & Harding, J. F. (2017). A spotlight on dual language learners in Head Start: FACES 2014 (No. OPRE Report 2017-99) (pp. 1–15). Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
go back to reference Araújo Dawson, B., & Williams, S. A. (2008). The impact of language status as an acculturative stressor on internalizing and externalizing behaviors among Latino/a children: A longitudinal analysis from school entry through third grade. Journal of Youth and Adolescence, 37(4), 399–411. https://doi.org/10.1007/s10964-007-9233-z. Araújo Dawson, B., & Williams, S. A. (2008). The impact of language status as an acculturative stressor on internalizing and externalizing behaviors among Latino/a children: A longitudinal analysis from school entry through third grade. Journal of Youth and Adolescence, 37(4), 399–411. https://​doi.​org/​10.​1007/​s10964-007-9233-z.
go back to reference Astington, J. W., & Baird, J. A. (2005). Why language matters for theory of mind. Oxford: Oxford University Press. Astington, J. W., & Baird, J. A. (2005). Why language matters for theory of mind. Oxford: Oxford University Press.
go back to reference Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660.PubMedPubMedCentral Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660.PubMedPubMedCentral
go back to reference Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111.PubMed Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111.PubMed
go back to reference Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.PubMed Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.PubMed
go back to reference Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Handbook of child psychology. Theoretical models of human development (Vol. 1, 5th ed., pp. 993–1028). New York: Wiley. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Handbook of child psychology. Theoretical models of human development (Vol. 1, 5th ed., pp. 993–1028). New York: Wiley.
go back to reference Cadima, J., Barros, S., Ferreira, T., Serra-Lemos, M., Leal, T., & Verschueren, K. (2018). Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.04.004. Cadima, J., Barros, S., Ferreira, T., Serra-Lemos, M., Leal, T., & Verschueren, K. (2018). Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support. Early Childhood Research Quarterly. https://​doi.​org/​10.​1016/​j.​ecresq.​2018.​04.​004.
go back to reference Carlson, S. M., Davis, A., & Leach, J. (2005). Less Is more: Executive function and symbolic representation in preschool children. Psychological Science, 16(8), 609–616.PubMed Carlson, S. M., Davis, A., & Leach, J. (2005). Less Is more: Executive function and symbolic representation in preschool children. Psychological Science, 16(8), 609–616.PubMed
go back to reference Chang, F., Crawford, G., Early, D., Bryant, D., Howes, C., Burchinal, M., … Pianta, R. (2007). Spanish-speaking children’s social and language development in pre-kindergarten classrooms. Early Education and Development, 18(2), 243–269. https://doi.org/10.1080/10409280701282959. Chang, F., Crawford, G., Early, D., Bryant, D., Howes, C., Burchinal, M., … Pianta, R. (2007). Spanish-speaking children’s social and language development in pre-kindergarten classrooms. Early Education and Development, 18(2), 243–269. https://​doi.​org/​10.​1080/​1040928070128295​9.
go back to reference Colé, P., Duncan, L. G., & Blaye, A. (2014). Cognitive flexibility predicts early reading skills. Frontiers in Psychology, 5, 565.PubMedPubMedCentral Colé, P., Duncan, L. G., & Blaye, A. (2014). Cognitive flexibility predicts early reading skills. Frontiers in Psychology, 5, 565.PubMedPubMedCentral
go back to reference Collins, B. A., Toppelberg, C. O., Suárez-Orozco, C., O’Connor, E., & Nieto-Castañon, A. (2011). Cross-sectional associations of Spanish and English competence and well-being in Latino children of immigrants in kindergarten. International Journal of the Sociology of Language. https://doi.org/10.1515/ijsl.2011.010. Collins, B. A., Toppelberg, C. O., Suárez-Orozco, C., O’Connor, E., & Nieto-Castañon, A. (2011). Cross-sectional associations of Spanish and English competence and well-being in Latino children of immigrants in kindergarten. International Journal of the Sociology of Language. https://​doi.​org/​10.​1515/​ijsl.​2011.​010.
go back to reference Cuevas, K., Deater-Deckard, K., Kim-Spoon, J., Watson, A. J., Morasch, K. C., & Bell, M. A. (2014). What’s mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood. Developmental Science, 17(2), 224–238. https://doi.org/10.1111/desc.12073.PubMedPubMedCentral Cuevas, K., Deater-Deckard, K., Kim-Spoon, J., Watson, A. J., Morasch, K. C., & Bell, M. A. (2014). What’s mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood. Developmental Science, 17(2), 224–238. https://​doi.​org/​10.​1111/​desc.​12073.PubMedPubMedCentral
go back to reference Diaz, R. M., & Berk, L. E. (Eds.). (1992). Private speech: From social interaction to self-regulation. Hillsdale: Lawrence Erlbaum Associates, Inc. Diaz, R. M., & Berk, L. E. (Eds.). (1992). Private speech: From social interaction to self-regulation. Hillsdale: Lawrence Erlbaum Associates, Inc.
go back to reference Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95(3), 465–481. https://doi.org/10.1037/0022-0663.95.3.465. Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95(3), 465–481. https://​doi.​org/​10.​1037/​0022-0663.​95.​3.​465.
go back to reference Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H Brookes Publishing. Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H Brookes Publishing.
go back to reference Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109–118. Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109–118.
go back to reference Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., … Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5), i–i185. https://doi.org/10.2307/1166093. Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., … Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5), i–i185. https://​doi.​org/​10.​2307/​1166093.
go back to reference Gleason, J. B., & Ratner, N. B. (2009). The development of language (7th ed.). Boston: Pearson. Gleason, J. B., & Ratner, N. B. (2009). The development of language (7th ed.). Boston: Pearson.
go back to reference Gomez, C. J., & Yoshikawa, H. (2017). Earthquake effects: Estimating the relationship between exposure to the 2010 Chilean earthquake and preschool children’s early cognitive and executive function skills. Early Childhood Research Quarterly, 38, 127–136. Gomez, C. J., & Yoshikawa, H. (2017). Earthquake effects: Estimating the relationship between exposure to the 2010 Chilean earthquake and preschool children’s early cognitive and executive function skills. Early Childhood Research Quarterly, 38, 127–136.
go back to reference Guttentag, C. L., Landry, S. H., Williams, J. M., Baggett, K. M., Noria, C. W., Borkowski, J. G., … Ramey, S. L. (2014). “My Baby & Me”: Effects of an early, comprehensive parenting intervention on at-risk mothers and their children. Developmental Psychology, 50(5), 1482–1496. https://doi.org/10.1037/a0035682.PubMedPubMedCentral Guttentag, C. L., Landry, S. H., Williams, J. M., Baggett, K. M., Noria, C. W., Borkowski, J. G., … Ramey, S. L. (2014). “My Baby & Me”: Effects of an early, comprehensive parenting intervention on at-risk mothers and their children. Developmental Psychology, 50(5), 1482–1496. https://​doi.​org/​10.​1037/​a0035682.PubMedPubMedCentral
go back to reference Halle, T. G., Whittaker, J. V., Zepeda, M., Rothenberg, L., Anderson, R., Daneri, P., … Buysse, V. (2014). The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly, 29(4), 734–749. https://doi.org/10.1016/j.ecresq.2013.12.002. Halle, T. G., Whittaker, J. V., Zepeda, M., Rothenberg, L., Anderson, R., Daneri, P., … Buysse, V. (2014). The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly, 29(4), 734–749. https://​doi.​org/​10.​1016/​j.​ecresq.​2013.​12.​002.
go back to reference Hamers, J. F., & Blanc, M. (2000). Bilinguality and bilingualism. Cambridge: Cambridge University Press. Hamers, J. F., & Blanc, M. (2000). Bilinguality and bilingualism. Cambridge: Cambridge University Press.
go back to reference Harman, C., Rothbart, M. K., & Posner, M. I. (1997). Distress and attention interactions in early infancy. Motivation and Emotion, 21(1), 27–43. Harman, C., Rothbart, M. K., & Posner, M. I. (1997). Distress and attention interactions in early infancy. Motivation and Emotion, 21(1), 27–43.
go back to reference Hernandez, D. J., & Napierala, J. S. (2012). Children in immigrant families: Essential to America’s future (p. 38). New York: Foundation for Child Development. Hernandez, D. J., & Napierala, J. S. (2012). Children in immigrant families: Essential to America’s future (p. 38). New York: Foundation for Child Development.
go back to reference Jones, L., Rothbart, M. K., & Posner, M. I. (2003). Development of executive attention in preschool children. Developmental Science, 6(5), 498–504. Jones, L., Rothbart, M. K., & Posner, M. I. (2003). Development of executive attention in preschool children. Developmental Science, 6(5), 498–504.
go back to reference Jones, S. M., Bailey, R., Barnes, S. P., & Partee, A. (2016). Executive function mapping project: Untangling the terms and skills related to executive function and self-regulation in early childhood (No. OPRE 2016-88). Washington, D.C.: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Jones, S. M., Bailey, R., Barnes, S. P., & Partee, A. (2016). Executive function mapping project: Untangling the terms and skills related to executive function and self-regulation in early childhood (No. OPRE 2016-88). Washington, D.C.: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
go back to reference Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Society for Research in Child Development, 26(4), 1–32. Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Society for Research in Child Development, 26(4), 1–32.
go back to reference Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220–232.PubMed Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220–232.PubMed
go back to reference Kuhn, L. J., Willoughby, M. T., Vernon-Feagans, L., Blair, C. B., & The, F. L. P., Key Investigators. (2016). The contribution of children’s time-specific and longitudinal expressive language skills on developmental trajectories of executive function. Journal of Experimental Child Psychology, 148, 20–34. https://doi.org/10.1016/j.jecp.2016.03.008.PubMed Kuhn, L. J., Willoughby, M. T., Vernon-Feagans, L., Blair, C. B., & The, F. L. P., Key Investigators. (2016). The contribution of children’s time-specific and longitudinal expressive language skills on developmental trajectories of executive function. Journal of Experimental Child Psychology, 148, 20–34. https://​doi.​org/​10.​1016/​j.​jecp.​2016.​03.​008.PubMed
go back to reference Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional competencies to the table. Child Development Perspectives, 6(2), 105–111. Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional competencies to the table. Child Development Perspectives, 6(2), 105–111.
go back to reference Lonigan, C. J., Allan, D. M., Goodrich, J. M., Farrington, A. L., & Phillips, B. M. (2017). Inhibitory control of Spanish-speaking language-minority preschool children: Measurement and association with language, literacy, and math skills. Journal of Learning Disabilities, 50(4), 373–385. https://doi.org/10.1177/0022219415618498.PubMed Lonigan, C. J., Allan, D. M., Goodrich, J. M., Farrington, A. L., & Phillips, B. M. (2017). Inhibitory control of Spanish-speaking language-minority preschool children: Measurement and association with language, literacy, and math skills. Journal of Learning Disabilities, 50(4), 373–385. https://​doi.​org/​10.​1177/​0022219415618498​.PubMed
go back to reference Luchtel, M., Hughes, K., Luze, G., Bruna, K. R., & Peterson, C. (2010). A comparison of teacher-rated classroom conduct, social skills, and teacher–child relationship quality between preschool English learners and preschool English speakers. NHSA Dialog, 13(2), 92–111. https://doi.org/10.1080/15240751003737877. Luchtel, M., Hughes, K., Luze, G., Bruna, K. R., & Peterson, C. (2010). A comparison of teacher-rated classroom conduct, social skills, and teacher–child relationship quality between preschool English learners and preschool English speakers. NHSA Dialog, 13(2), 92–111. https://​doi.​org/​10.​1080/​1524075100373787​7.
go back to reference Mancilla-Martinez, J., Greenfader, C. M., & Ochoa, W. (2018). Spanish-speaking preschoolers’ conceptual vocabulary knowledge: Towards more comprehensive assessment. NHSA Dialog, 21(1), 22–49. Mancilla-Martinez, J., Greenfader, C. M., & Ochoa, W. (2018). Spanish-speaking preschoolers’ conceptual vocabulary knowledge: Towards more comprehensive assessment. NHSA Dialog, 21(1), 22–49.
go back to reference McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136–142. McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136–142.
go back to reference Miller, S. E., & Marcovitch, S. (2015). Examining executive function in the second year of life: Coherence, stability, and relations to joint attention and language. Developmental Psychology, 51(1), 101.PubMed Miller, S. E., & Marcovitch, S. (2015). Examining executive function in the second year of life: Coherence, stability, and relations to joint attention and language. Developmental Psychology, 51(1), 101.PubMed
go back to reference Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences United States of America, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences United States of America, 108(7), 2693–2698. https://​doi.​org/​10.​1073/​pnas.​1010076108.
go back to reference Morgan, P. L., Farkas, G., Hillemeier, M. M., Hammer, C. S., & Maczuga, S. (2015). 24-month-old children with larger oral vocabularies display greater academic and behavioral functioning at kindergarten entry. Child Development, 86(5), 1351–1370.PubMedPubMedCentral Morgan, P. L., Farkas, G., Hillemeier, M. M., Hammer, C. S., & Maczuga, S. (2015). 24-month-old children with larger oral vocabularies display greater academic and behavioral functioning at kindergarten entry. Child Development, 86(5), 1351–1370.PubMedPubMedCentral
go back to reference Morrison, F. M., Ponitz, C. C., & McClelland, M. M. (2010). Self-regulation and academic achievement in the transition to school. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 203–224). Washington, D.C.: American Psychological Association. Morrison, F. M., Ponitz, C. C., & McClelland, M. M. (2010). Self-regulation and academic achievement in the transition to school. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 203–224). Washington, D.C.: American Psychological Association.
go back to reference Neville, H. J., Stevens, C., Pakulak, E., Bell, T. A., Fanning, J., Klein, S., & Isbell, E. (2013). Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences United States of America, 110(29), 12138–12143. https://doi.org/10.1073/pnas.1304437110. Neville, H. J., Stevens, C., Pakulak, E., Bell, T. A., Fanning, J., Klein, S., & Isbell, E. (2013). Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences United States of America, 110(29), 12138–12143. https://​doi.​org/​10.​1073/​pnas.​1304437110.
go back to reference Nigg, J. T. (2000). On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, 126(2), 220.PubMed Nigg, J. T. (2000). On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, 126(2), 220.PubMed
go back to reference Peña, E. D., Bedore, L. M., & Kester, E. S. (2016). Assessment of language impairment in bilingual children using semantic tasks: Two languages classify better than one. International Journal of Language & Communication Disorders, 51(2), 192–202. https://doi.org/10.1111/1460-6984.12199. Peña, E. D., Bedore, L. M., & Kester, E. S. (2016). Assessment of language impairment in bilingual children using semantic tasks: Two languages classify better than one. International Journal of Language & Communication Disorders, 51(2), 192–202. https://​doi.​org/​10.​1111/​1460-6984.​12199.
go back to reference Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1), 10–26. https://doi.org/10.1016/j.ecresq.2007.09.001. Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1), 10–26. https://​doi.​org/​10.​1016/​j.​ecresq.​2007.​09.​001.
go back to reference Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774.PubMedPubMedCentral Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774.PubMedPubMedCentral
go back to reference Stoel-Gammon, C. (1998). Role of babbling and phonology in early linguistic development. In A. M. Wetherby, S. F. Warren & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 87–110) Baltimore: PHBrookes Pub. Stoel-Gammon, C. (1998). Role of babbling and phonology in early linguistic development. In A. M. Wetherby, S. F. Warren & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 87–110) Baltimore: PHBrookes Pub.
go back to reference U.S. Department of Education. (2011). The growing number of English learner students, 1998/99-2008/09. Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA). U.S. Department of Education. (2011). The growing number of English learner students, 1998/99-2008/09. Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA).
go back to reference Vygotsky. (1986). Thought and language (Translation newly rev. and edited/by Alex Kozulin.). Cambridge: MIT Press. Vygotsky. (1986). Thought and language (Translation newly rev. and edited/by Alex Kozulin.). Cambridge: MIT Press.
go back to reference Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard Univ. Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard Univ. Press.
go back to reference Weiland, C., Barata, M. C., & Yoshikawa, H. (2014). The co-occurring development of executive function skills and receptive vocabulary in preschool-aged children: A look at the direction of the developmental pathways. Infant and Child Development, 23(1), 4–21. Weiland, C., Barata, M. C., & Yoshikawa, H. (2014). The co-occurring development of executive function skills and receptive vocabulary in preschool-aged children: A look at the direction of the developmental pathways. Infant and Child Development, 23(1), 4–21.
go back to reference Winsler, A., Burchinal, M. R., Tien, H.-C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., … De Feyter, J. (2014a). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29(4), 750–764. https://doi.org/10.1016/j.ecresq.2014.02.008. Winsler, A., Burchinal, M. R., Tien, H.-C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., … De Feyter, J. (2014a). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29(4), 750–764. https://​doi.​org/​10.​1016/​j.​ecresq.​2014.​02.​008.
go back to reference Winsler, A., Kim, Y. K., & Richard, E. R. (2014b). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental Psychology, 50(9), 2242–2254. https://doi.org/10.1037/a0037161.PubMed Winsler, A., Kim, Y. K., & Richard, E. R. (2014b). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental Psychology, 50(9), 2242–2254. https://​doi.​org/​10.​1037/​a0037161.PubMed
go back to reference Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., … Sutherland, A. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, i–151. Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., … Sutherland, A. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, i–151.
go back to reference Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on children’s effortful control and executive function: A call for an integrated model of self-regulation. Child Development Perspectives, 6(2), 112–121. Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on children’s effortful control and executive function: A call for an integrated model of self-regulation. Child Development Perspectives, 6(2), 112–121.
Metagegevens
Titel
The Direct and Indirect Relations Between Self-Regulation and Language Development Among Monolinguals and Dual Language Learners
Auteurs
Emily Hanno
Sarah Surrain
Publicatiedatum
04-02-2019
Uitgeverij
Springer US
Gepubliceerd in
Clinical Child and Family Psychology Review / Uitgave 1/2019
Print ISSN: 1096-4037
Elektronisch ISSN: 1573-2827
DOI
https://doi.org/10.1007/s10567-019-00283-3