Maternal parenting style and self-regulatory private speech content use in preschool children.

Private speech is a tool through which children self-regulate. The regulatory content of children's overt private speech is associated with response to task difficulty and task performance. Parenting is proposed to play a role in the development of private speech as co-regulatory interactions become represented by the child as private speech to regulate thinking and behaviour.

Parents' mental state language and child gender: A scoping review of developmental evidence.

Mental state language (MSL) is an important mechanism through which children learn about their social world and place within it. Previous research has suggested that parents may use MSL differently towards children based on their child's gender. However, findings are inconsistent.

Participation and Experiences in Extracurricular Activities for Autistic and Neurotypical Children.

Participation in Organised Extracurricular Social Activities (OESA) can provide positive outcomes for children. This study investigated whether children aged 4 to 12 years diagnosed with autism differ in their OESA participation and experience compared to neurotypical peers. Parents of autistic children (n = 35) and those of neurotypical peers (n = 171) responded to questions that asked them to reflect on their child's participation and experiences in OESAs.

The impacts of typically developing siblings on the developmental outcomes of children with disability: A scoping review.

Background: Siblings represent an important influence on children's development. It is possible that sibling influence on developmental outcomes differs in sibling pairs when one of the children has a disability. Previous research has tended to focus on outcomes for typically developing siblings when they have a brother/sister with a disability.

Early childhood educators' mental state language and children's theory of mind in the preschool setting.

The study examined the presence and nature of a relationship between 13 early childhood educators' mental state language (MSL) and 77 preschool children's (3- to 5 years) Theory of Mind (ToM). Educator language samples were elicited during two naturalistic group-time contexts, wordless picture book storytelling and an instructional building task. MSL was coded according to a comprehensive scheme that captures facets of MSL content and quality.

Not just quantity but also quality of language: Cross-cultural comparisons of maternal mental state talk in New Zealand, Australia, and China.

Western mothers use more mental state talk with children than do Chinese mothers (e.g., "think", "like", "happy").

Task difficulty and private speech in typically developing and at-risk preschool children.

Private speech is a cognitive tool to guide thinking and behavior, yet its regulatory use in atypical development remains equivocal. This study investigated the influence of task difficulty on private speech in preschool children with attention or language difficulties. Measures of private speech use, form and content were obtained while 52 typically developing and 25 developmentally at-risk three- to four-year-old children completed Duplo construction and card sort tasks, each comprising two levels of challenge.

Self-directed speech and self-regulation in childhood neurodevelopmental disorders: Current findings and future directions.

Self-directed speech is considered an important developmental achievement as a self-regulatory mediator of thinking and behavior. Atypical self-directed speech is often implicated in the self-regulatory challenges characteristic of children with neurodevelopmental disorders. A growing body of evidence provides snapshots across age-levels and diagnoses, often presenting conflicting results.