A study involving 120 toddlers, tested at 14, 24, and 36 months, has assessed language skills (spoken vocabulary and talkativeness) and the development of self-regulation. Self-regulation is an important skill that predicts later academic and social success. Previous research has found that language skills (and vocabulary in particular) help children regulate their emotions and behavior. Boys have also been shown to lag behind girls in both language and self-regulation.
The present study hoped to explain inconsistencies in previous research findings by accounting for general cognitive development and possible gender differences. It found that vocabulary was more important than talkativeness, and 24-month vocabulary predicted the development of self-regulation even when general cognitive development was accounted for. However, girls seemed ‘naturally’ better able to control themselves and focus, but the ability in boys was much more associated with language skills. Boys with a strong vocabulary showed a dramatic increase in self-regulation, becoming comparable to girls with a strong vocabulary.
These gender differences suggest that language skills may be more important for boys, and that more emphasis should be placed on encouraging young boys to use words to solve problems, rather than accepting that ‘boys will be boys’.
Reference:
[1871]
(Submitted). Use your words: The role of language in the development of toddlers' self-regulation.
Early Childhood Research Quarterly. In Press, Uncorrected Proof,
