Self-regulation emerges throughout early childhood, and predicts later success in socially and cognitively challenging situations. Vygotsky proposed that symbols, particularly words, serve as mental tools to be used in service of self-regulation. Cross-sectional research indicates a positive but inconsistent association between language and self-regulation skills throughout toddlerhood, but research has not accounted for general cognitive development, nor gender differences in these domains. We used growth modeling of longitudinal data for 120 toddlers collected when children were 14, 24, and 36 months to test the impact of two expressive language skills – spoken vocabulary and talkativeness – on the growth of toddlers’ self-regulation, and to determine whether associations between these domains exist when controlling for cognitive development. Results reveal gender differences in self-regulation trajectories, and in the impact of language on self-regulation. Vocabulary is a better predictor of self-regulation than talkativeness, and both concurrent and prior vocabulary positively predicted children’s levels of self-regulation. When cognitive development was controlled, 24-month vocabulary still predicted the trajectory of self-regulation. Results reveal that, even in early development, words are tools that can be applied to the task of self-regulation, and may be a more necessary tool for boys than for girls at this age.

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Dynamic skill theory was utilized to explain the multiple mechanisms and mediating processes influencing development of self-regulatory and language skills in children at 14, 24, and 36 months of age. Relations were found between family risks, parenting-related stresses, and parent-child interactions that contribute either independently or through mediation to the child's acquisition of self-regulatory skills even when accounting for the influence of language development. Variation in impacts between control and Early Head Start (EHS) intervention samples was compared to explore the sequence of developmental mechanisms over time. Findings indicate that EHS protects parenting, child language, and self-regulatory development from the effects of demographic risks and parenting stress, and thus supports parents to raise healthy children.

Infants’ effects on adults are a little studied but important aspect of development. What do infants do that increases caregiver responsiveness in childcare environments? Infants’ communicative behaviors (i.e. smiling, crying) affect mothers’ responsiveness; and preschool children’s language abilities affect teachers’ responses in the classroom setting. However, the effects of infants’ intentional communications on either parents’ or non-parental caregivers’ responsiveness have not been examined. Using longitudinal video data from an infant classroom where infant signing was used along with conventional gestures (i.e. pointing), this study examines whether infants’ use of gestures and signs elicited greater responsiveness from caregivers during daily interactions. Controlling child age and individual child effects, infants’ gestures and signs used specifically to respond to caregivers elicited more responsiveness from caregivers during routine interactions. Understanding the effects of infants’ behaviors on caregivers is critical for helping caregivers understand and improve their own behavior towards children in their care.