Contingent Conversations Build More than Language: How Communicative Interactions in Toddlerhood Relate to Preschool Executive Function Skills

Autor/inn/en	Masek, Lillian R.; Weiss, Staci Meredith; McMillan, Brianna T. M.; Paterson, Sarah J.; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy
Titel	Contingent Conversations Build More than Language: How Communicative Interactions in Toddlerhood Relate to Preschool Executive Function Skills
Quelle	In: Developmental Science, 26 (2023) 3, (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masek, Lillian R.) ORCID (Weiss, Staci Meredith) ORCID (McMillan, Brianna T. M.) ORCID (Hirsh-Pasek, Kathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13338
Schlagwörter	Interpersonal Communication; Interaction; Executive Function; Child Language; Toddlers; Mothers; Parent Child Relationship; Preschool Children; Behavior; Language Skills + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Interaktion; 'Children''s language'; Kindersprache; Infant; Infants; Toddler; Kleinkind; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz
Abstract	High-quality communicative interactions between caregivers and children provide a foundation for children's social and cognitive skills. Although most studies examining these types of interactions focus on child language outcomes, this paper takes another tack. It examines whether communicative, dyadic interactions might also relate to child executive function (EF) skills and whether child language might mediate this relation. Using a subset of data from the NICHD Study of Early Child Care and Youth Development, dyadic interactions between 2-year-olds and their mothers were coded for three behaviors: symbol-infused joint engagement, routines and rituals, and fluency and connectedness. Child language was assessed at age 3 and three facets of EF (self-regulation, sustained attention, and verbal working memory) were assessed at age 4.5. Structural equation modeling showed that dyadic interaction related to later child sustained attention and verbal working memory, indirectly through child language and directly related with child self-regulation. This suggests that communicative interactions with caregivers that include both verbal and non-verbal elements relate to child EF, in part through child language. Our findings have implications for the role of caregiver interactions in the development of language and cognitive skills more broadly. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01