Browsing by Subject "Emootioiden säätely"

The purpose of this review was to examine the association between language skills and emotion regulation in preschool children. The association has been shown with several different methods, three of which were reviewed here. First, studies have shown that difficulties and delays in language development often co-occur with emotional difficulties and conduct disorders. Second, inner speech can be used in guiding one's thoughts and actions and third, conversation-based interventions can affect emotional competence including regulation skills. In addition, it was examined which aspects of language are most significant in regard to emotion regulation and it was also considered what might be the mediating mechanisms between language and emotion regulation in light of current research. Children with specific language impairment were twice as likely to have emotional difficulties relative to typically developed children and difficulties were more frequently clinical or disorder level. Children with better language skills used more internalized private speech. Using more internalized private speech was associated with less anger expression and made it possible for those children to use better regulation strategies. Conversation-based interventions had an effect to children's emotional competence including regulation skills and prosocial behaviour. Studies showed that vocabulary size was a significant predictor of regulation skills.