The joint development of self-regulation and expressive language in preschool classrooms: Preliminary evidence from a low-income sample

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dc.article.number101763
dc.contributor.authorAlamos Valenzuela Pilar Maria
dc.contributor.authorTurnbull, Khara L. P.
dc.contributor.authorWilliford, Amanda P.
dc.contributor.authorDowner, Jason T.
dc.date.accessioned2025-04-15T10:30:45Z
dc.date.available2025-04-15T10:30:45Z
dc.date.issued2025
dc.description.abstractSelf-regulation and expressive language are theorized to develop in tandem, shaped by children's social interactions in context, including interactions with teachers and peers in the preschool classroom. In the present study, we examined reciprocal associations between two components of self-regulation (behavior regulation and emotion regulation) and two components of expressive language skills (expressive vocabulary and narrative language) across two time points during the preschool year. We also explored whether individual children's interactions with teachers and peers moderate these associations. Participants were 767 preschool children (49 % female; M = 53 months old; 49 % Black, 22 % White, 13 % Hispanic, 14 % multiracial/other) from low-income households. A multivariate latent change score model provided evidence that early self-regulation predicts increases in expressive language; fall emotion regulation predicted increases in narrative language and fall behavior regulation predicted increases in expressive vocabulary. Empirical support was also found for early expressive language predicting increases in self-regulation; fall expressive vocabulary predicted increases in behavior regulation. Moderation analysis indicated that some of these associations depended on individual children's interactions with peers, but not with teachers. Results provide preliminary evidence for the joint development of expressive language and self-regulation in early childhood classrooms.
dc.description.funderNational Institute of Child Health and Human Development of the National Institutes of Health (NIH), University of Virginia, No. 2R01HD051498-06A1
dc.format.extent14 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1016/j.appdev.2025.101763
dc.identifier.eissn15792129
dc.identifier.issn0193-3973
dc.identifier.pubmedid21320808
dc.identifier.scopusidScopus_ID: 85217403187
dc.identifier.urihttps://doi.org/10.1016/j.appdev.2025.101763
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103293
dc.identifier.wosidWoS_ID: 001427851200001
dc.information.autorucEscuela de Psicología; Alamos Valenzuela, Pilar María; 0000-0003-1494-2907; 162658
dc.issue.numero3
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final20
dc.pagina.inicio2
dc.relation.ispartof49th Annual Meeting of the International-Continence-Society (ICS), SEP 03-06, 2019, Gothenburg, SWEDEN
dc.revistaJournal of Applied Developmental Psychology
dc.rightsacceso restringido
dc.subjectEarly childhood education
dc.subjectExpressive language
dc.subjectPeer interactions
dc.subjectPreschool
dc.subjectSelf-regulation
dc.subjectTeacher interactions
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods16 Peace, justice and strong institutions
dc.subject.ods11 Sustainable cities and communities
dc.subject.odspa16 Paz, justicia e instituciones solidas
dc.subject.odspa11 Ciudades y comunidades sostenibles
dc.titleThe joint development of self-regulation and expressive language in preschool classrooms: Preliminary evidence from a low-income sample
dc.typeartículo
dc.volumen97
sipa.codpersvinculados162658
sipa.indexScopus
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;15-04-2025
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