Association between Preschool-aged Children’s Language and Social-Emotional Development

Authors

• Massnoon Ali, University of Nebraska-LincolnFollow

First Advisor

Julia C. Torquati

Committee Members

Gilbert Parra, Holly Hatton-Bowers, Amy Napoli

Date of this Version

11-2024

Document Type

Thesis

Citation

A thesis presented to the faculty of The Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Science

Major: Child, Youth, and Family Studies

Under the supervision of Professor Julia C. Torquati

Lincoln, Nebraska, November 2024

Comments

Copyright 2024, Massnoon Ali. Used by permission

Abstract

Language and social-emotional development are both important for preschool children's future academic success. The current study examined the associations between preschool-aged children’s language and social-emotional development both contemporaneously and longitudinally. Participants were n = 62 children aged three to five years who were currently or previously enrolled in Educare Lincoln, Nebraska. Children’s receptive language, auditory comprehension, and social emotional development (self-regulation, initiative, and attachment) were measured at two different time points (Fall, age 3 and Spring, age 4). Correlational analyses revealed that language and social-emotional development were associated contemporaneously in preschool aged children. In the case of longitudinal associations between language and social emotional development, the Preschool Language Scale- fifth edition (PLS-5) at age 3 (fall) was significantly correlated with the Devereux Early Childhood Assessment (DECA) self-regulation, initiative, and attachment at age 4 (spring). The Peabody Picture Vocabulary Test-fourth edition (PPVT-4) at age 3 (fall) was significantly correlated with the DECA initiative at age 4 (spring), but not significantly correlated with self-regulation or attachment. With respect to longitudinal associations between social-emotional and language development, all of the DECA subscales at age 3 (fall) were significantly correlated with the PLS-5 auditory comprehension and PPVT-4 receptive vocabulary at age 4 (spring). However, in multiple regression analyses, a receptive language composite score derived from the PLS-5 and PPVT-4 did not significantly predict the DECA total protective factors (TPF). Similarly, the DECA TPF at age 3 (fall) did not significantly predict receptive language composite at age 4 (spring). Limitations, future directions, and contribution of the current study are discussed.

Advisor: Julia C. Torquati