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THE CONTEXT BETWEEN SOCIAL EMOTIONAL DEVELOPMENT AND LANGUAGE

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 New Horizons in Social Sciences
We witness astounding developments in this age of information and
communication. Technology has influenced all the aspects of our lives by
causing inevitable changes and improvements in every field. Naturally, the
world of science has greatly benefited from this change and development.
In consequence, the rapid circulation of information and technology in the
scientific world has increased the cooperation among scientists. This
cooperation highly contributes to researches and studies in the fields of
language, history, literature, education, economy, social and cultural life,
politics, sports, tourism, and media and communication along with many
other areas. Thus, this book contains new horizons in Social Sciences in
parallel with the improvements in the world of science. In this context,
Turkish language and literature, history, geography, sociology,
demography, psychology, linguistics, fine arts, tourism, environment,
women studies, cultural research, sports, social services, child development,
sports management, other social sciences belong to the disciplines Studies
are included. It took about one year to prepare and print the book. We
would like to express our deepest gratitude.

Prof. Dr. Turhan ÇETİN

Prof Dr Liliana DUMITRACHE
Prof. Dr. Hasan KARA
Turhan Çetin was born in Afyonkarahisar.Currently he has been working Assoc. Prof. Dr. Muhidin MULALIC
in Gazi University, Ankara. Prof. Dr. Lemara SELENDILI
Liliana Dumitrache was born in Romania.Currently she has been working
in Bucharest University.
Hasan Kara was born in Konya.Currently he has been working in

New Horizons in Social

Pamukkale University.
Muhidin Mulalic was born in Bosnia and Herzegovina.Currently he has
been working in International University of Sarajevo.
Lemara Selendili has been working in Tavrida.Academy of V.I. Vernadsky
Crimean Federal University Departman of Crimean Tatar Philology Sciences
Crimean Republic, Russia.

978-613-9-92423-3
 Chapter 25 | L)Q1)(-aDQ1W#*2U+2RZ,X-]

CHAPTER 25
THE CONTEXT BETWEEN SOCIAL
EMOTIONAL DEVELOPMENT AND
LANGUAGE DEVELOPMENT
&#3#Q691'951 Haktan DEMø"-ø.:/82
INTRODUCTION
Child is under the influence of wide perspective mass from the
closest one to the one touching his life for minimum once. This
influence is shaped by the quality of relationship and communication
established. The child expands the relationship pattern which is
initiated with his parents or caregivers as his environment expands.
Verbal and non-verbal messages are the concrete indicators of
expanded relationship pattern. For this reason, how the children
express them, and feel is directly related to the content of the
message given to the others and received by them. Language
development becoming influential in infancy and childhood is of
critical importance for the humanity who can exist as long as he
expresses himself. In other words, it can be easily said that there is a
highly positive correlation between the social-emotional aspect of
the personality and cognitive-language aspect. For this reason, it is
thought that an effort to concretize the link between the language
development and social-emotional development will contribute to
the literature greatly.
SOCIAL-EMOTIONAL DEVELOPMENT
Social-emotional development is a quite wide concept and it is not
easy to classify and limit it since it recalls a number of characteristics
related to the human behaviors(Hennecke, et al., 2014). Social-
emotional development and formation of the personality,
accordingly, should be addressed with genetic and environmental
factors. When it is analyzed developmentally, environment is the
leading triggering mechanism among the other factors making
genetic passive or active (Cervone & Pervin, 2008). It is very

1
Ph.D., Hacettepe University Faculty of Health Sciences, Department of Child
Development. Ankara, Turkey, selen.gunduz@hacettepe.edu.tr
2 Ph.D., Hacettepe University Faculty of Health Sciences, Department of Child

Development. Ankara, Turkey, hdemircioglu@hacettepe.edu.tr

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difficult to predict the affection of a person and how he may behave,

however, temperament shaped by the innate genetic codes and past
experiences can give ideas about the world of emotion and thought
of the person (Kazantseva, Gaysina, Malykh, & Khusnutdinova,
2009; Strelau, 2002)7K#!#U/RQ0/QR"/KR<2Q4DQ.D+"2RQ1R#/QR"
constitute the absolute evidence for whether this person wants to
show this behavior or not. Accordingly, establishing the framework
of personality development can be evaluated more subjectively than
the fields such as cognitive and language development (Cooper,
Masi, & Vick, 2009; Schultz & Schultz, 2013) When considered
from this point of view, an abstract developmental field such as
social-emotional development is in inseparable relationship with
developmental fields which can be evaluated based on concrete
evidence(Engler, 2014).
Human needs the environment outside of him to develop and mature
his innate skills as being different from other living beings, he
continuously seeks for support as of the beginning of development.
In this regard, development course of the man follows social and
emotional development processes depending on biological
maturation, cognitive development and socializing =^UXM- #" Dl.,
2011).Social and emotional development of the child takes shape in
parallel with emotional, motional and cognitive development and
language development and goes through various stages and enables
him to be involved in the society = )+#,RZ,X-$EEO).
It is accepted that living a happy and satisfying life of the individual
will have positive reflections on him at first and then on his
environment and then the society. Such a life style depends on
healthy social-emotional development. Indicators such as production
of the individual, being satisfied with what he has done,
accommodating himself without losing individuality are used for
positive social-emotional development. It is possible to collect the
adopting a particular attitude of the person, perceiving surrounding,
".!# RI D++R**R1D"2RQ DQ1 U#D+"2RQ/ XQ1#U "K# "2",# RI s/R+2D,-
#*R"2RQD,1#5#,R!*#Q"t=8/,DQ-%@@$B6"+DQ[#+,#DU,./##Q"KD"
social-emotional development is highly related with the language
development when the factors under this title are.
mK#Q"K#2QIRU*D"2RQ<D/+RQ/21#U#1<2"K2Q"K2//+R!#-sD<K##,
*R1#,t<K2+K 1#/+U2[#/ "K# ID+"RU/ Q#+#//DU. IRU K#D,"K.
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 Chapter 25 | L)Q1)(-aDQ1W#*2U+2RZ,X-H.

which allows individuals to convey their emotions, ideas, wants and

needs to each other (Turnbull & Justice, 2012).Therefore, human
+R**XQ2+D"2RQK#D52,.1#!#Q1/RQRQ#0/,DQ4XD4#D[2,2"2#/D/"K#
most powerful tool that help us to regulate our interpersonal
exchanges and relationships on daily basis. Language can be
1#I2Q#1 D/ s/R+2D,,. /KDU#1 +RQ5#Q"2RQD, /./"#* IRU U#!U#/#Q"2Q4
concepts through the use of arbitrary symbols and rule governed
combinations of these sym[R,/t=^<#Q/-$E%$-!gB8++RU12Q4"R
this definition, language is based on socio-cultural agreements
among individuals who speak the same language; therefore,
language also changes, evolves and grows like any other living
organism in line with the cultural and social changes (Owens, 2012;
Diamond, 1993). As an example, it can be quite normal to have the
subject-object-verb sentence structure for people whose mother
language is Turkish, while this can be quite confusing for people
whose mother language is English since their agreement on sentence
structure follows subject-verb-object sequence. Similarly, even
within the same language the meaning of a specific word can evolve
and change over the time reflecting the living nature of the language.
Although language allows us to communicate via speech, sign, and
writing, the most preferred way of communication remains as speech
in daily life. Speech is based on the production of sound signals
neuromuscular movements including articulation, phonation and
resonance (Turnbull & Justice, 2012).

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<!==*('?@%'!(

:@(A*@A#

BC##?D

Figure 2: Relationship between communication, language and speech

The question of how children learn language had been a starting

point for researchers who seek to understand the true nature of the
language development. As a result, different language acquisition
theories had been proposed in the literature, each providing different
answers to this core question. Behaviorists explained language
acquisition through principles of operant conditioning (Skinner,
1957) in which children positioned as passive learners as their
learning process were depend on reinforcement of their verbal
behaviors by adults. Accordingly, behaviorists mainly focused on
observable and measurable properties of child language as they
classified language just like another human behavior that can be
learned (Turnbull & Justice, 2012). In contrast to the behaviorists,
Chomsky (1965)considered children as active learners and claimed
"KD"+K2,1U#Q[RUQ<2"KDsbDQ4XD4#8+rX2/2"2RQW#52+#t2Q<K2+K
universal grammar rules that are common to all languages already
#n2/"/8++RU12Q4"R KR*/?.0/D!!URD+K-,D"#U2Q,2I#-"K2/1#52+#
helps children to discover the parameters that are specific to their
mother language. Piaget (1923), on the other hand, proposed that
language development depends on cognitive maturation. Therefore,
a child can only represent age appropriate language skills if he has
D4# D!!UR!U2D"# +R4Q2"25# /?2,,/ `.4R"/?.0/ =%@AJB /R+2D,-

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interactionist theory explained language acquisition through social

2Q"#UD+"2RQDQ1!UR!R/#1"K#"#U*seRQ#RI3URn2*D,W#5#,R!*#Q"t
This term refers to the area that stands between what a child can do
independently and what a child can do with support of an adult.
Similarly, later on, constructionists emphasized the idea that a child
learn linguistic constructions from input that are provided by
experienced adults through social interaction (Tomasello, 2003).In
this approach, children positioned as active partners at social
interaction process and, thus, active participants to the language
acquisition process.
In summary, recently, grooving evidence suggests that language
acquisition is heavily shaped by social interaction between
caregivers and infants in which infants hold a position as active
conversational partners (e.g., Golinkoff, Can, Soderstrom, & Hirsh-
Pasek, 2015; Hirsh-Pasek et al., 2015). Therefore, when considering
1#5#,R!*#Q" RI /!##+K- ,DQ4XD4# DQ1 +R**XQ2+D"2RQ /?2,,/ s<#-
professionals, must recognize that these skills are not developed in a
vacuum. Instead, achievements in each area reflect the socialization
practices children experience at home, at school and in the
+R**XQ2".t =7XQ[X,, w kX/"2+#- $E%$- !%%$B Brief summary of
language acquisition theories in mind, the aim of this chapter is to
answer some questions that may help us to understand the context
between language development and social-emotional development
in children. What makes the social interaction so powerful as it fuels
language development? How does language development effects
social-emotional development in turn? What is the nature and the
extent of the relationship between socio-emotional development and
language development on the course of child development
continuum? The rest of the chapter is dedicated to answer these
questions based on recent research findings.
THE RELATIONSHIP BETWEEN SOCIAL-EMOTIONAL
DEVELOPMET AND LANGUAGE DEVELOPMENT
Along the continuum of child development, the relationship between
social-emotional development and language development is
reciprocal, rather than being discrete (Gergen &Walhrus, 2001). The
degree and the amount of the influence of these developmental areas
on each other may vary on different stages of life. Therefore, it might
be more meaningful to discuss the nature of the relationship between
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socio-emotional and language development from infancy to

preschool years respectively. In addition to this, it is also worth
discussing the possible link between social-emotional development
and language development in children with speech and language
impairments.
Infants
K2,1U#Q0/#DU,./R+2D,#n!#U2#Q+#/KD5#D52"D,2*!D+"RQ2Q12521XD,
differences that shapes language acquisition process(Kuhl,
2007).Children engage in a world that is full of human interaction
right after birth. At fir/"<##?/RI,2I#-2QIDQ"/0!U#I#U#Q+#IRU/!##+K
and human face are one of the first signs of that social interaction,
communication and language will develop hand in hand
(Vouloumanos, Hauser, Werker, & Martin, 2010; Vouloumanos, &
Werker, 2007; Pascalis, & Kelly, 2009). The precursor of early
preverbal communication begins during breastfeeding routine as
mother and infant establish eye contact (Owens, 2012). The
cooperation of mother and infant as communication partners through
eye contact builds the essence of trust and empathy which are
fundamental for healthy social-emotional development (Krol,
Monakhov, San Laic, Ebstein,& Grossmann, 2015). Later in infancy,
eye contact helps infants to pay attention to the eye cues in order to
understand communication attempts of others as well as to express
their own wants and needs. (Owens, 2012).In line with the
development of visual skills, infants start using eye cues for emotion
!#U+#!"2RQ6QIDQ"//"DU""R12II#U#Q"2D"#sKD!!.tID+#/IUR*sDQ4U.t
faces at about 7 months of age (Turnbull & Justice, 2012).
Discrimination of emotion cues helps infant to learn how to regulate
his own communication approach based on the emotional state of his
communication partner.
As infants extend their gaze to their surroundings, they start
representing joint attention behaviors to express their wants and
needs by around their first birthday. Pointing, showing and giving
behaviors, which develop around 10 months age, are considered as
the foundation of joint attention skills in infancy (Carpenter, Nagell,
&Tomasello, 1998; Cameron-Faulkner, Lieven, Theakson, &
Tomasello, 2015).Joint attention behaviors include alternating eye
4D(#- IR,,R<2Q4 /R*#RQ# #,/#0/ #.# 4D(#- DQ1 12U#+"2Q4 "K#2U
attention to someone through eye gaze (Dawson, & Sterling,
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2009).Simply a child initiates joint attention by making an eye

contact with an adult, looking at the toy which he wants, and finally
looking back to adult respectively(Owens, 2012). By doing this,
+K2,1U#Q ,#DUQ KR< "R U#4X,D"# /R*#RQ# #,/#0/ attention to share
awareness of objects and events in their surroundings which is very
important for both language and social-emotional development
(Dawson, & Sterling, 2009).
Parent/caregiver behaviors also have significant impact on early
language and social-emotional development of infants (Begus,
Gliga, & Southgate, 2014). Adults has a universal tendency to
systematically modify their speech and language while
communicating with infants in regular daily conversations (Fernald
et al., 1989; Papousek, Papousek, & Symmes, 1991; Lee, Davis, &
MacNeilage, 2008).This modified communication pattern which is
known as Infant Directed Speech (IDS) helps infants to engage in
conversation with their caregivers easily (Owens, 2012). IDS has
variety of unique paralinguistic, syntactic, and discourse
characteristics (Turnbull & Justice, 2012) as listed in Table 1.
Infants as young as newborns have a natural preference towards
IDS(Fernald & Kuhl, 1987). In terms of IDS, adult responsiveness
is very important to support speech and language development of
infants by allowing predictable social and emotional
exchange(Rowe&Goldin-Meadow, 2009: Hirsh-Pasek et al., 2015).
Table 1.Characteristics of Infant Directed Speech (Owens, 2012, p.130)

x Short utterances
x Small core vocabulary
x Topics limited to here and now
x Heightened use of facial expressions and gestures
x Frequent questioning and greeting
x Threating infant behaviors as meaningful
x Episodes of maternal utterances
x Paralinguistic modifications of pitch and loudness
x Frequent verbal rituals
Toddlers
Children begin to produce their first words around their first birthday
and enter into the area of verbal communication leaving the pre-
verbal stage behind. Around 2 years of age children still use gestures
and words together in varying degrees both to express themselves
and to understand others as they are in transition to the two-word

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combinations (Caselli, 1990; Goldin-Meadow& Wagner, 2005).

However, later on toddlers start relying less on gestures as their
vocabulary expands (Turnbull & Justice, 2012). Instead, toddlers
start expressing their intentions via words by labeling the objects,
1#/+U2[2Q4"K#D+"2RQ/RI"K#*/#,5#/DQ1R"K#U/0-*D?2Q4+R**#Q"/
and requests, asking questions and answering to the questions
(Owens, 2012). Use of words and word combinations are not the
RQ,.*D_RU+KDQ4#/2Q"R11,#U/0,2I#8URXQ1"K#2U/#+RQ1[2U"K1D.
children start walking and this ability gives them an opportunity to
explore the world around them freely and independently. In addition
to this, increasing attention span and memory in the brain allows
children to allocate more resources on learning new language skills
(Owens, 2012) and enable them to practice what they learn in their
social settings with different conversational partners including
parents, siblings, other adults and children around. In line with the
major changes in other developmental areas, social-emotional
development also enters a new stage in which children represent
increasing self-awareness and discover their influence on shaping
R"K#U/0 D+"2RQ/ 2Q D 1#/2U#1 <D. to reach their intentions (Owens,
2012). Although toddlers start developing social conversations, most
of the time these conversations are far from being sophisticated and
most of the time tend to lack turn taking and topic maintenance as
well (Turnbull & Justice, 2012).
Social interaction is a key component for toddlers to master at
complex language skills. The emergence of emotion awareness
occurs around 18 months of age (Camras & Allison, 1985). Evidence
/X44#/""KD""R11,#U/0I2U/"<RU1/DQ15R+D[X,DU. growth are heavily
influenced by the frequency of words that are produced by their
mothers (Harris, Barret, Jones, Brookes, 1988). This is an important
indicator of reciprocity of language and social-emotional
development in toddlerhood considering that mothers are the
!U2*DU./R+2D,+R**XQ2+D"2RQ!DU"Q#U/RI"R11,#U/02Q*R/"+D/#/6Q
addition to this words and labels corresponding to emotions have an
impact on conceptualization of emotion by children. Similarly,
communication intentions of toddlers share close similarity with
adult intentions which children observe during the social interaction
that allows them to make language and social-emotional exchange
(Ninio, 1992). In this way children gain their first experiences to use
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verbal language to solve problem situations, to interact with adults

and peers, and to regulate their relationships with others.
Preschoolers
Preschool years hold critical importance as their language use lean
towards adult like sentences. At this stage reflection of the cognitive
and social-emotional development of children on language
development can be observed more clearly (Owens, 2012). As
emotion recognition develops at preschool years, children can match
different facial expressions (happiness, sadness, anger, fear etc.)
with corresponding verbal labels by 5 years of age (Camras &
Allison, 1985). Grooving vocabulary and expertise on sentence
structure allow children to start social conversation with increasing
ability in turn taking, topic maintenance, conversational repair and
use of register (Turnbull & Justice, 2012). Narrative skills (e.g.
personal narratives, story retell) develops as children learn how to
use centering to get into the hearth of the tory and how to use
temporal or causal chains to describe events (Owens, 2012).
Milestones in language development in preschool years also
facilitates emotion understanding in young children through parent/
teacher/ peer and child interaction in cultural settings (Bosacki,
2008). In addition, Theory of Mind (ToM) development which
includes understanding of mental goals, intentional actions towards
these goals, feelings, desires, thoughts, and beliefs of self and others
facilitates interpersonal communication (Bosacki, 2008; Thompson,
2006).As a result, the social-emotional tasks including negotiating
peer relations and initiating self-regulation become crucial in the
preschool years (Sroufe & Rutter, 1984). The increasing language
ability to express their needs and desires in preschool years helps
children experiences less frustration and isolation in turn (Irwin,
Carter, & Briggs-Gowan, 2002). The development of self-conscious
emotions which emerged in early preschool years continues to
develop during preschool years and beyond (Bosacki, 2008).
Children with Speech and Language Problems
Speech and language problems are not always the primary issue that
a child is facing with as in the case of Specific Language Impairment
(SLI), late talkers, or speech sound disorders. Most of the time
speech and language problems accompany variety of developmental
disorders such as Autism, Down Syndrome, and hearing loss. In
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addition to that speech and language difficulties are common among

bilingual children in varying degrees. Parallel to aim of this chapter,
it might be better to take a look at these problems by taking the
social-emotional development into account. Although there are
many important aspects of socialjemotional development, several of
these are closely related to the language development (see Halle et
D,-$E%O-!ON@BFs=DB/#,I-regulation which includes the ability to
focus attention, manage emotions, and control behaviors; (b) social
competence which reflects the degree to which children are effective
in their social interactions with others; (b) social cognition which
includes +K2,1U#Q0/+R4Q2"25#U#!U#/#Q"D"2RQ/U#4DU12Q4U#,D"2RQ/K2!/
with peers and adults; and (c) problem behaviors including
maladjustment in the development of self-regulation, social
+R*!#"#Q+#- DQ1 #*R"2RQD, #n!U#//2RQt8/ D U#/X,"- 2" *24K" [#
helpful to take a quick tour on current literature among few groups
of children with speech and language problems considering social-
emotional aspects mentioned above.
Evidence suggested that children with language impairment are
under higher risks of having behavior and emotion regulation
problems, developing poorer social skills and peer relationships, and
experiencing Attention Deficit Hyperactivity Disorder (ADHD) and
anxiety problems than children with speech articulation problems
alone, or than children with typical language development under
higher risk (Bretherton et al., 2014;Beitchman & Brownlie,
2010;Beitchman et al., 1996; Fujiki et al., 1996; Gertner et al., 1994).
Beitchman & Brownlie (2010) emphasized that even if speech and
language difficulties resolve over the time, problems in psychosocial
function may remain. On the other hand, evidence also suggested
that children with disruptive behavior, peer relationship problems,
low self-esteem, and/or anxiety are at higher risk for having language
impairment compared totheir typically developing peers (Bosacki,
2008; Nelson, Benner, and Cheney 2005; Ripley and Yuill
2005).Therefore, considering these findings, it is important to assess
and monitor speech and language development and social-emotional
development together, rather than treating them as discrete entities.
Children with autism experience speech and language problems
along with social-emotional difficulties starting from early years.
Research findings indicated that reduced eye contact and joint
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attention along with the lack of attention to follow eye cues at 2 to 6

months old infants can be the earliest markers of autism (Jones &
Klin, 2013; Senju & Johnson, 2009). Besides, degree of impairments
in such early social-emotional abilities are known to be associated
with the speech and language problems later in life (Dawson, &
Sterling, 2009).In preschool years, children with autism experience
difficulties on use of verbal labels corresponding to the different
facial expressions which reflects ongoing social-emotional
difficulties on gaining emotion awareness and recognition(Camras
& Allison, 1985). In addition, children with autism often have
difficulties in pragmatics which prevents them to start and maintain
daily conversations making it harder for them to establish peer
relationships (Dawson, & Sterling, 2009). Poor speech and language
skills may a have impact on lack of meeting the cultural and societal
expectations which is a prerequisite for developing social
competence(Dawson, & Sterling, 2009). Additionally, delay in
development of TOM also have an impact on social cognition in
autistic children (Turnbul & Justice, 2012).As a result, it is often
hard to distinguish speech and language problems from social-
emotional difficulties in children with autism.

DISCUSSION AND CONCLUSION

The relationship between language and social-emotional
development stands as an important factor to take an account while
working with children with speech and language problems. Whether
speech and language problems are primary or secondary to the
developmental disorders that the child is already experiencing;
assessing, treating, and supporting the language and social-
emotional development simultaneously needs to be considered for
intervention process. In order to achieve this, conducting
multidisciplinary research may worth to consider in order to
understand how social-emotional impairments and speech and
language impairments influence each other. Considering research
practices, Beitchman and Brownlie (2012) voiced several criticisms
towards limitations of the current studies that are aiming to explain
the relationship between language and socio-emotional development
on children with speech and language impairments. According to
authors, these limitations are mainly due to lack of (a) community
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)+#,RZ,X- W =$EEOB 4QVDQ $H GD$UDQ0 0 =%N"K #1B ø/"DQ[X,F c#*(2
Kitabevi.
Dawson, G. & Sterling, L. (2009). Autistic spectrum disorders. Social and
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Diamond, J. (1993). Speaking with a single tongue, Discover, 78-85.
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Fernald, A., & Kuhl, P. (1987). Acoustic determinant of infant preference
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Ferrari, M., & Quaresima, V. (2012). A brief review on the history of
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fields of application. Neuroimage, 63(2), 921-935.
Fujiki M, Brinton B, Todd C (1996), Social skills with specific language
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Gergen, K., & Walrhus, L. (2001). Social Construction in Context. London:
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Gertner B, Rice M, Hadley P (1994), The influence of communicative
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