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. This scoping review explores the consistency of reported differences in parents' MSL use as a function of children's gender while exploring the methodological variables that may provide insights into these differences. Based on a review of the 27 studies included, 12 found a significant relationship between child gender and parents' MSL, while the remaining did not. The included studies used a range of methodological approaches to elicit MSL. This scoping review allows researchers and practitioners to reflect upon assumptions regarding the associations between child gender and parents' MSL. Further, we call for the use of diverse and informed approaches when studying these associations from a developmental perspective in the future.

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. Parents of autistic children reported significantly less OESA participation compared to parents of neurotypical children. Additionally, when evaluating factors that facilitated OESA participation, parents of autistic children rated their child's individual abilities and behaviour, the OESA's features, and the social environment less positively, compared to parents of neurotypical children. OESA participation and experiences differ for autistic and neurotypical children. This study identifies factors that can be adjusted to mitigate this difference.

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. AIMS: The purpose of this scoping review was to explore empirical studies reporting on the impact of siblings on the developmental outcomes of children with disability to better understand the areas that are influenced by siblings and the factors that contribute to this influence. METHOD: To identify relevant studies, the electronic databases of EBSCO, ERIC, Informit, Ovid, ProQuest and Scopus were searched. These searches were supplemented by direction from the authors on relevant literature and citation searches of papers identified for inclusion. Descriptive details were extracted, followed by details related to research design and findings of the studies. OUTCOMES AND RESULTS: Twenty-two papers were determined to meet inclusion criteria. Investigations of sibling influence have concentrated on children with ASD; other groups are not well represented. There is some evidence that having older siblings may be protective for children with ASD; however, this was not an invariable finding. There is too little consistency across studies to determine whether and how siblings influence development of children with disability. CONCLUSIONS AND IMPLICATIONS: Further work is required to understand the potentially crucial influence that siblings may have on developmental outcomes of children with 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. To account for well-established determinants of ToM, a range of child- and family-level factors were also measured. Results indicated no significant relationship between educator MSL during group level instruction and children's ToM in the preschool setting. Although these findings challenge the assumption that educators' MSL is important for children's ToM development, important future directions are discussed.

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"). The present study aimed to examine whether Western mothers not only produced a greater amount of mental state talk, but also used a wider range of mental state terms (i.e., greater lexical variety) compared to Chinese mothers. We compared maternal mental state talk in 271 mother-child dyads from New Zealand, Australia and China, and coded both quantity (i.e., frequency) and quality (i.e., type, variety, valence) of mothers' mental state talk to their 2.5- to 5-year-olds. Western mothers produced more talk about cognitions and emotions, as well as modulations of assertions, but a similar amount of desire talk, compared to Chinese mothers, with the same patterns found in the variety of talk. Western mothers produced an overall higher amount of mental state talk and a greater variety of mental state terms, but crucially, still produced more MS talk after controlling for the variety. Neither the amount nor the variety of maternal MS talk was correlated with children's theory of mind. These findings shed light on the diverse ways that mothers construe and describe mental states in different cultures, and highlight the importance of examining different aspects of maternal mental state talk and their impact on children's theory of mind in future longitudinal studies.

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. In line with previous research, developmentally at-risk children used less internalized private speech than typically developing peers. However, both typically developing and at-risk children demonstrated a similar regulatory private speech response to difficulty with no systematic evidence of group difference. This was captured by an increase in all utterances, reduced private speech internalization, and more frequent forethought and self-reflective content. Results support the hypothesis of delayed private speech internalization but not regulatory deviance in atypical development.

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. This systematic review is undertaken to impose clarity on the nature, extent, and self-regulatory implications of self-directed speech interruption in children with developmental language disorder (DLD), autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD).A rigorous search process of relevant databases (i.e., PsychInfo, PubMed, CINAHL, ERIC) uncovered 19 relevant peer-reviewed articles that investigate self-directed speech in children with neurodevelopmental disorders. Consistent across the research, children with DLD, ASD, and ADHD present with differential development and use of self-directed speech.In its synthesis of findings, this systematic review clearly explicates the differential ontogenesis of self-directed speech in neurodevelopmental disorders and interprets the self-regulatory implications for children with DLD, ASD, and ADHD. Furthermore, the review spotlights important future research directions to better understand the mechanistic relationship between self-directed speech and self-regulation.