Use your words
The role of language in the development of toddlers’ self-regulation
Bibliographic Data
| ID | 12136261 |
|---|---|
| Authors | Claire D Vallotton (0000-0001-7815-2993, Michigan State University, corresponding author), Claire Vallotton, Catherine Ayoub (Harvard University) |
| Year | 2010 |
| Volume | 26 |
| Issue | 2 |
| Pages | 169-181 |
| Publication date | 2010-09-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2010.09.002 |
| PMID | 21969766 |
| PMCID | PMC3184006 |
| OpenAlex | W2095445552 |
| Language | EN |
| Citations received | 81 |
| References cited | 43 |
Association (psychology · Cognition · Cognitive development · Cognitive psychology · Developmental psychology · Language development · Linguistics · Longitudinal study · Task (project management · Vocabulary · Vocabulary development · Child and Animal Learning Development · Early Childhood Education and Development · Educational and Psychological Assessments · Medicine · Psychology
Language Development
Predicting the Development of Executive Functions in Preschool Age
Preventing bullying of students with special educational needs through dialogic gatherings
The Use of Language in Solving Inverse Algebraic Functions Problems
The Evolutionary Function of Awe
Effect of bilingualism on infants’ cognitive flexibility
Observing preschoolers' engagement with a digital book library
Relationship between Pre-Schoolers’ self-regulation, language, and early academic skills
Contribution of Peers’ Self-Regulation to the Development of Preschoolers’ Self-Regulation, Language, and Literacy Skills in Early Education Classrooms
“At First I Wouldn’t Talk so Much…”
An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers
Teacher and Child Factors Associated with Emotion Talk between Teachers and Preschoolers Displaying Elevated Externalizing Behaviors
Supporting children's self-regulation development in play-based kindergarten classrooms
Mobile devices compared to non-digital toy play
Tool selection based on rigidity in young children
Relation between nighttime sleep duration and executive functioning in a nonclinical sample of preschool children
Can you teach me not to be angry? Relations between temperament and the emotion regulation strategy distraction in 2-year-olds
Promoting toddlers' self-regulation and healthy eating habits among families living in poverty
The Relation Between Classroom Age Composition and Children’s Language and Behavioral Outcomes
Child Language Difficulties and Internalizing and Externalizing Symptoms
Speech and Gesture Production Provide Unique Insights Into Young Children’s Spatial Reasoning
Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function
Exploring gender differences in vocational education and training through the lens of neuroscience
Infant language predicts fathers’ vocabulary in infant-directed speech
Unique effects of home language on academic achievement among Myanmar students
Executive function in the first three years of life
Examining the role of parents and teachers in executive function development in early and middle childhood
A person-centered approach to examining effects on the interaction between cognitive control & language development
From family socioeconomic status to vocabulary
Emerging coherence and relations to communication among executive function tasks in toddlers
Understanding Diverse Preschoolers’ Knowledge of Emotion Regulation Strategies
School entry skills and young adult outcomes
The interplay of maternal sensitivity and gentle control when predicting children’s subsequent academic functioning
Infant attention and maternal education are associated with childhood receptive vocabulary development
The integrative model of family stress underlying Spanish and English vocabulary development in Mexican American children
Mothers’ and fathers’ mind-mindedness in infancy and toddlerhood predict their children’s self-regulation at preschool age
The interplay of maternal sensitivity and toddler engagement of mother in predicting self-regulation
The development of self-regulation across early childhood
Maternal mind-mindedness and children’s school readiness
Language development in the early school years
Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P
A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills
Co-regulation between young deaf and hard-of-hearing children and their caregivers
Charting the development of emotion comprehension and abstraction from childhood to adulthood using observer-rated and linguistic measures
Commentary
Appetite self-regulation declines across childhood while general self-regulation improves
Communication and language in abused and institutionalized minors. A scoping review
Sociodemographic Risk and Infants’ Emerging Language Ability
Young Puerto Rican Mothers’ Cultural Orientation and Parenting Behaviors
Young children’s picture-books as a forum for the socialization of emotion
Culture, parenting, and language
What you say, and how you say it
Maternal and Paternal Mental‐state Talk and Executive Function in Preschool Children
Proactive Parenting and Children's Effortful Control
The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation
Sex differences in toddlers’ negative attributions to challenges
Effects of maternal mentalization-related parenting on toddlers’ self-regulation
Buffering boys and boosting girls
Bidirectionality in preschool children’s executive functions and language skills
Cross-domain development of early academic and cognitive skills
Vocabulary size predicts behavioral problems in emotionally reactive children
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
Early growth in expressive communication and behavior problems
Intervention fidelity of Getting Ready for School
School-entry skills predicting school-age academic and social–emotional trajectories
Early intervention of language and behavior in monolingual and bilingual preschoolers with Developmental Language Disorders
Modeling maternal emotion-related socialization behaviors in a low-income sample
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Developmental patterns of behavioural self-regulation and peer relations in early childhood
Paternal mind-mindedness and child executive functioning in the kindergarten classroom
Measuring success
Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation
The joint development of self-regulation and expressive language in preschool classrooms
An investigation of the bidirectional relationship between reading comprehension and internalizing and externalizing problems
Rural China and the gender gap in early social-emotional development
Psychometrics of the Preschool Behavioral and Emotional Rating Scale With Children From Early Childhood Special Education Settings
Toddlers’ Use of Gesture and Speech in Service of Emotion Regulation During Distressing Routines
Low‐income, Minority Fathers’ Control Strategies and Their Children's Regulatory Skills
The role of early care and education in addressing early childhood trauma
The role of child language ability and parental mentalization in early child dysregulation
Culture-specific links between maternal executive function, parenting, and preschool children's executive function in South Korea
Applied Longitudinal Data Analysis
Variability in Early Communicative Development
Differences in Early Gesture Explain SES Disparities in Child Vocabulary Size at School Entry
The Environment of Poverty
The Specificity of Environmental Influence
From External Regulation to Self-Regulation
Theory of Mind, Emotion Understanding, Language, and Family Background
Placing Emotional Self-Regulation in Sociocultural and Socioeconomic Contexts
Maternal Correlates of Growth in Toddler Vocabulary Production in Low-Income Families
Private speech in preschool children
Measuring productive vocabulary of toddlers in low-income families
Age-related changes in preschool children's systematic use of private speech in a natural setting
From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory
Meaningful Differences in the Everyday Experience of Young American Children
How social contexts support and shape language development☆
Developmental Trends in Self‐regulation among Low‐income Toddlers
Educational effects of the Tools of the Mind curriculum
Should I let them talk?”
Cognitive skill performance among young children living in poverty
The CHILDES Project
Antecedents of self-regulation
Expressive control during a disappointment
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
Development of private speech among low-income Appalachian children
Early vocabulary growth
A longitudinal study of the relation between language and theory-of-mind development
Gender differences in emotional expressivity and self-regulation during early infancy
The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents
Socioeconomic Status and Child Development
The detailed age trajectory of oral vocabulary knowledge
| Unique citing works | 81 |
|---|---|
| Citations per year | 5,4 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 81 |