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

Abstract

Self-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.