Preschoolers' language skills and inhibitory control: The role of classroom engagement
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Date
2021-04
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Abstract
Preschool year is a critical time for language and inhibitory control development, however, individual differences in both domains emerge before children enter preschool and stay stable or widen in later years. However, there is little understanding of the mechanisms that sustain the effect of preschool-entry skills over time. In this study, we examined the extent to which preschool entry vocabulary and inhibitory control shaped children's classroom engagement, as well as the mediating role of classroom engagement in the links between preschool-entry and preschool-exit vocabulary and inhibitory control. The data were drawn from the Teacher Professional Development Study, a study of 895 preschoolers across 223 classrooms. We found that children's vocabulary at the school entry was associated with more positive engagement with teachers and peers. Meanwhile, higher levels of school-entry inhibitory control were associated with more task engagement and fewer conflicts with the teacher and peers, which were linked to higher subsequent levels of inhibitory control. Results are discussed in relation to exploring the critical role of children's individual-level classroom experiences in preschool as the mechanisms that explain why differences in school-entry skills matter.
Description
Education and Human Ecology: 1st Place (The Ohio State University Edward F. Hayes Graduate Research Forum)
Keywords
Preschool, Language, Inhibitory control, Classroom engagement