Harvard Graduate School of Education, 20 University Drive #610, Cambridge, MA, 02138, USA.
Clin Child Fam Psychol Rev. 2019 Mar;22(1):75-89. doi: 10.1007/s10567-019-00283-3.
In this review, we expand the conversation on the relations between self-regulation and language development in early childhood to include the growing population of dual language learners (DLLs). In the first sections, we highlight similarities in the timing and mechanisms of self-regulation and language development, respectively, and then summarize theoretical and empirical literature on the domains' joint development. We ground this review in a conceptual model of the direct and indirect relations between skills in the two domains. In terms of direct relations, language facilitates mental organization and representation of self-regulation, whereas self-regulation allows children to capitalize on language-learning opportunities. Indirectly, self-regulation and language are related through shared ecological contexts of development. Throughout, we evaluate the applicability of our conceptual model among DLLs in light of evidence that: (1) language background is associated with unique contextual realities with implications for development in both domains, and (2) contemporary methodological approaches often fail to accurately capture DLLs' skills in either domain. We present recommendations for future research on the relation between self-regulation and language that take into account these distinct considerations for DLLs.
在这篇综述中，我们将自我调节和儿童早期语言发展之间的对话扩展到包括日益增多的双语学习者 (DLL)。在前面的部分中，我们分别强调了自我调节和语言发展在时间和机制上的相似性，然后总结了关于这两个领域共同发展的理论和实证文献。我们以两个领域之间技能的直接和间接关系的概念模型为基础。就直接关系而言，语言促进了自我调节的心理组织和表现，而自我调节则使儿童能够利用语言学习机会。间接地，自我调节和语言通过发展的共享生态环境相关联。在整个综述中，我们根据以下证据评估了我们的概念模型在 DLL 中的适用性：(1)语言背景与独特的语境现实相关，对两个领域的发展都有影响，以及 (2) 当代的方法学方法往往无法准确地捕捉 DLL 在任一领域的技能。我们为自我调节和语言之间关系的未来研究提出了建议，这些建议考虑到了 DLL 的这些独特考虑因素。
