Now showing 1 - 2 of 2
  • Publication
    Developmental Associations between Conduct Problems and Expressive Language in Early Childhood: A Population-Based Study
    Conduct problems have been associated with poor language development, however the direction of this association in early childhood remains unclear. This study examined the longitudinal directional associations between conduct problems and expressive language ability. Children enrolled in the UK Millennium Cohort Study (N = 14, 004; 50.3 % boys) were assessed at 3 and 5 years of age. Parent reports of conduct problems and standardised assessments of expressive language were analyzed using cross-lagged modeling. Conduct problems at 3 years was associated with poorer expressive language at 5 years and poorer expressive language at 3 years was associated with increased conduct problems by 5 years. The results support reciprocal associations, rather than a specific unidirectional path, which is commonly found with samples of older children. The emergence of problems in either domain can thus negatively impact upon the other over time, albeit the effects were modest. Studies examining the effects of intervention targeting conduct problems and language acquisition prior to school entry may be warranted in testing the efficacy of prevention programmes related to conduct problems and poor language ability early in childhood.
      655Scopus© Citations 43
  • Publication
    Expressive language and prosocial behaviour in early childhood: Longitudinal associations in the UK Millennium Cohort Study
    Background: Early childhood is a crucial period for language development and building social skills. While distinct, these two processes may impact upon each other. Aims: The current study aimed to identify the directional associations between expressive language ability and prosocial behaviour between three and five years of age. Methods: Participants included 14, 004 children and their families enrolled in the UK Millennium Cohort Study (MCS). Children’s expressive language and prosocial behaviour were assessed at three and five years of age utilizing standardized assessments and parent reports. Cross-lagged models were used for data analysis. Results: Better expressive language at three years was associated with increased prosocial behaviour by five years. No support for the inverse direction of association was found. Conclusions: Children’s early ability to effectively express themselves with others may help in building better social relationships by entry into formal schooling. Programming efforts that are tailored towards enhancing positive behavioural growth and social skills in the toddler years are likely to be effective when expressive language is also a targeted component of the toddler’s skill development.
    Scopus© Citations 33  1303