Social-Emotional/Behavioural Problems and Competencies in Toddlers: Relationships with Early Vocabulary Development

Social-Emotional/Behavioural Problems and Competencies in Toddlers: Relationships with Early Vocabulary Development

https://journal.fi/jecer/ar.../view/114092

https://journal.fi/jecer/ar.../view/114092 (Journal.fi)

Artikkeli

Paavola-Ruotsalainen, Leila , kirjoittaja

;

Rantalainen, Katariina , kirjoittaja

;

Alakortes, Jaana , kirjoittaja

;

Carter, Alice C. , kirjoittaja

;

Ebeling, Hanna E. , kirjoittaja

;

Kunnari, Sari , kirjoittaja

Julkaisussa: Journal of Early Childhood Education Research 7 (2018) : 2, s.184-206

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Kieli

englanti

Huomautukset

Special Issue on Children's Social-Emotional Development and Its Support

Sarja

Peer-reviewed articles

Aiheet

This longitudinal study aimed at showing the effect of early social-emotional/behavioural problems and competencies on vocabulary development in toddlers. The participants were 60 native Finnish-speaking healthy children (30 boys and 30 girls). Parental reports on the Brief Infant-Toddler Social and Emotional Assessment (BITSEA) were gathered at the children’s age of 18 months. The Problem Total and Competence Total

as well as externalizing

internalizing and dysregulation problem domain

scores were calculated. Vocabulary development was assessed by a certified speech and language therapist at ages 24 and 30 months using the Receptive and Expressive One-Word Picture Vocabulary Tests (ROWPVT-4 and EOWPVT-4). Compared to boys

girls obtained higher Competence Total scores and scored considerably higher in all the vocabulary measures. With regard to the relationships between early social-emotional/behavioural problems and vocabulary measures

Problem Total scores correlated negatively with receptive vocabulary scores at 24 months and expressive vocabulary scores at 30 months. Further analyses indicated that particularly externalizing problems were associated with slower vocabulary development. By contrast

Competence Total scores correlated positively with expressive vocabulary at 30 months. The same analyses were carried out separately for boys and girls. Mostly

the separate findings were in line with the results for the whole group of children.

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