Why children’s language and emotion regulation go hand in hand
Language skills and self-regulation develop together in early childhood
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Have you ever helped a toddler use their words to name their frustration? Or supported a preschooler as they figured out how to take turns with a favorite toy? If so, you have nurtured two of the most important skills in early childhood: language and self-regulation. These skills help children build strong connections with others, express themselves, and manage big feelings.
Language and regulation are connected in the early years. But, does supporting children’s language help them better manage their emotions and behaviors? Or is it the other way around? Our research shows it is both. These two skills tend to grow together, and we can support them through the simple, everyday interactions we share with children.
“Language and regulation are connected in the early years.”
Language supports children’s emotion and behavior regulation
Language is a powerful tool for regulation. Children can use words to express what they want, how they feel, or what they need. In our study, we asked preschool children to name objects in pictures, and to retell a story from a wordless picture book to test their expressive language.
The four-year-olds who named more objects in pictures at the start of preschool got better at following instructions and staying on task over the year. Helping children build their early vocabulary could therefore support their behavior management. A larger vocabulary likely gives children more words to guide their actions.
The children’s ability to retell a wordless story at preschool entry was not linked to gains in behavior or emotion regulation. However, children who made bigger gains in that skill also made bigger gains in expressing their emotions appropriately and modulating their frustration. This shows that these skills tend to grow together.
“To tell a story, children need to understand what happens first, next, and last.”
We think that’s because both skills rely on similar foundations. To tell a story, children need to understand what happens first, next, and last. Similarly, when managing emotions, children need to identify what caused an emotion and decide what to do next. So when adults support one of these skills, we may also be helping the other.
Regulation contributes to language too
Self-regulation can also support language development. We measured preschoolers’ behavior regulation, with a simple game that required children to follow rules and stay focused. Teachers reported how well children could manage their emotions.
The four-year-olds who began preschool better able to regulate their behavior made greater gains in expressive vocabulary over the year. This might be because they were more engaged in learning and conversations, listening to and practising using words, which builds their vocabulary over time.
Similarly, children who teachers said were better able to manage their emotions made more progress in telling stories over the year. This is further evidence that those skills grow together and are closely connected.
“Children who teachers said were better able to manage their emotions made more progress in telling stories over the year.”
Supporting language and regulation in the classroom
Teachers can use daily routines and interactions to support language and regulation skills at the same time. Here are our recommendations:
- Create frequent opportunities for peer interaction. Playing, talking, and working with peers gives children rich chances to practice both skills. Children with poorer language or regulation skills, who are often pulled aside to avoid conflict or “catch up”, benefit the most from guided, supported peer engagement.
- Be intentional in how you support these moments. Use everyday interactions to help children build both skills, for example:
- Support vocabulary by labeling actions and feelings. You might say: “You are waiting your turn. That takes a lot of patience.”
- Build storytelling skills by asking children to explain what happened in play or during a conflict.
- Model and prompt self-talk that children can use to manage their behavior, such as: “I can wait until it is my turn.”
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