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Child Language Difficulties and Internalizing and Externalizing Symptoms: A Meta-Analysis
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Hentges, Rochelle F.; Devereux, Chloe; Graham, Susan A.; Madigan, Sheri – Child Development, 2021
This study conducted two meta-analyses to synthesize the association between children's language skills and two broad-band dimensions of psychopathology: internalizing and externalizing. Pooled estimates across 139 samples (externalizing k = 105; internalizing k = 90) and 147,305 participants (age range: 2-17 years old; mean % males: 53.75; mean %…
Descriptors: Child Language, Meta Analysis, Correlation, Psychopathology
Communication Disorders and Challenging Behaviors: Supporting Children's Functional Communication Goals in the Classroom
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Gregg, Katy – Early Childhood Education Journal, 2017
Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with…
Descriptors: Communication Disorders, Child Behavior, Social Development, Emotional Development
Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood
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Newbury, Dianne F.; Gibson, Jenny L.; Conti-Ramsden, Gina; Pickles, Andrew; Durkin, Kevin; Toseeb, Umar – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Children with poor language tend to have worse psychosocial outcomes compared to their typically developing peers. The most common explanations for such adversities focus on developmental psychological processes whereby poor language triggers psychosocial difficulties. Here, we investigate the possibility of shared biological effects by…
Descriptors: Predictor Variables, Language Variation, Psychological Patterns, Social Development
Family Involvement in Early Childhood Education and Care and Its Effects on the Social-Emotional and Language Skills of 3-Year-Old Children
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Cohen, Franziska; Anders, Yvonne – School Effectiveness and School Improvement, 2020
Cooperation between preschools and parents is one key dimension of pedagogical quality in early childhood education and care (ECEC). We examined the structural characteristics of ECEC that predict preschool cooperation activities and how they are associated with children's language and social-emotional skills at the age of 3. The results are based…
Descriptors: Family Involvement, Early Childhood Education, Social Development, Emotional Development