Several studies have found positive associations between language skills and pro-social and self-regulatory behavior in three- to five-year-olds in both typical (e.g. The ability to self-regulate enables children to adapt to and gain the most from their environments thus much attention is given to the developmental processes and experiences that help children develop self-regulation skills. This phrase reveals the common belief that when children have the words to express their desires, needs, or feelings, they can better regulate their behavior to match the social expectations of the situation. “Use your words” is a common phrase addressed to toddlers and preschoolers who are acting out in frustration. Results reveal that, even in early development, words are tools that can be applied to the task of self-regulation, and may be a more necessary tool for boys than for girls at this age. When cognitive development was controlled, 24-month vocabulary still predicted the trajectory of self-regulation. Vocabulary is a better predictor of self-regulation than talkativeness, and both concurrent and prior vocabulary positively predicted children’s levels of self-regulation. Results reveal gender differences in self-regulation trajectories, and in the impact of language on self-regulation. We used growth modeling of longitudinal data for 120 toddlers collected when children were 14, 24, and 36 months to test the impact of two expressive language skills – spoken vocabulary and talkativeness – on the growth of toddlers’ self-regulation, and to determine whether associations between these domains exist when controlling for cognitive development. Cross-sectional research indicates a positive but inconsistent association between language and self-regulation skills throughout toddlerhood, but research has not accounted for general cognitive development, nor gender differences in these domains. Vygotsky proposed that symbols, particularly words, serve as mental tools to be used in service of self-regulation. Self-regulation emerges throughout early childhood, and predicts later success in socially and cognitively challenging situations.
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