Skip to main content
SpringerLink
Log in

Role of Bilingualism in Child Development: Insights from Executive Functions and Emotion Understanding

  • Chapter
  • First Online:
Child Development in Russia

Part of the book series: Early Childhood Research and Education: An Inter-theoretical Focus ((ECRE,volume 3))

  • 226 Accesses

Abstract

Russian Federation is home to many nationalities that speak more than 120 ethnic languages. The ethnic languages are often spoken in households, whereas the education in kindergartens and schools is carried out, to a great extent, in the official language, Russian. Thus, a large number of Russian children acquire, simultaneously, two or more languages. A growing body of research recognizes the impact of regular dual language use on children’s executive functions and social and emotional development (Halle in Early Childhood Research Quarterly 29:734–739, 2014), though research in the latter two domains is sparse, when compared to the former. More research and from different languages and cultures is needed to shed light on differences in cognitive development between monolingual and bilingual children. The current study focused on the development of executive functions and emotion understanding in bilingual and monolingual Russian preschool children. Bilingual children were recruited in the Republic of Sakha (Yakutia) and Tatarstan, these are two Russian regions where (at least) two languages are used officially. Monolingual children were recruited in the central region of Russia, where, typically, only Russian is spoken. The analysis revealed that, when compared to monolingual peers, bilingual children demonstrated slightly higher results in verbal working memory and motor persistence skills. Monolingual children, on the other hand, outperformed bilingual peers in emotion understanding tasks. The results of the current study provide novel and constructive insights on bilingual child development that can guide educational policymakers in multicultural and multilingual countries, as well as professionals working on psychological adaptation and preparation of bilingual children to school.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alekseeva, A. E. (2016). Vyrazhenie chuvstva “lyubov'” v russkom i yakutskom yazykah [Expression of feeling “love” in Russian and Yakut languages]. Filologiya i obrazovanie: 80 let razvitiya russkoj slovesnosti v respublike Saha (Yakutiya) [Philology and Education: 80 Years of the Development of Russian Literature in the Republic of Sakha (Yakutia)], 16–18.

    Google Scholar 

  • Altarriba, J., & Heredia, R. R. (2014). Introduction: Bilingual memory representation. Foundations of bilingual memory (pp. 3–10). Springer.

    Chapter  Google Scholar 

  • Artemenko, O. I. (2020). Russkii yazyk v obrazovatel’noi i kul’turnoi srede mnogoyazychnoi Rossii [Russian language in educational environment multilingual Russia]. Kul’tura i Tsivilizatsiya [culture and Civilization], 10(2A), 147–153.

    Google Scholar 

  • Bialystok, E., & Craik, F. I. (2010). Cognitive and linguistic processing in the bilingual mind. Current Directions in Psychological Science, 19(1), 19–23.

    Article  Google Scholar 

  • Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290.

    Article  Google Scholar 

  • Bialystok, E., Martin, M. M., & Viswanathan, M. (2005). Bilingualism across the lifespan: The rise and fall of inhibitory control. International Journal of Bilingualism, 9(1), 103–119.

    Article  Google Scholar 

  • Bialystok, E., Poarch, G., Luo, L., & Craik, F. I. (2014). Effects of bilingualism and aging on executive function and working memory. Psychology and Aging, 29(3), 696.

    Article  Google Scholar 

  • Bierman, K. L., et al. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821–843.

    Article  Google Scholar 

  • Blain-Brière, B., Bouchard, C., & Bigras, N. (2014). The role of executive functions in the pragmatic skills of children age 4–5. Frontiers in Psychology, 5, 240.

    Google Scholar 

  • Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.

    Article  Google Scholar 

  • Blair, C., Protzko, J., & Ursache, A. (2012). Self-regulation and early literacy. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 20–35). Guilford.

    Google Scholar 

  • Blankson, A. N., & Blair, C. (2016). Cognition and classroom quality as predictors of math achievement in the kindergarten year. Learning and Instruction, 41, 32–40.

    Article  Google Scholar 

  • Blankson, A. N., O’Brien, M., Leerkes, E. M., Marcovitch, S., & Calkins, S. D. (2012). Differentiating processes of control and understanding in the early development of emotion and cognition. Social Development, 21(1), 1–20.

    Article  Google Scholar 

  • Bohlmann, N. L., Maier, M. F., & Palacios, N. (2015). Bidirectionality in self-regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child Development, 86(4), 1094–1111.

    Article  Google Scholar 

  • Botting, N., et al. (2017). Nonverbal executive function is mediated by language: A study of deaf and hearing children. Child Development, 88(5), 1689–1700.

    Article  Google Scholar 

  • Buac, M., & Kaushanskaya, M. (2020). Predictors of theory of mind performance in bilingual and monolingual children. International Journal of Bilingualism, 24(2), 339–359.

    Article  Google Scholar 

  • Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31.

    Article  Google Scholar 

  • Campbell, S. B. (2006). Maladjustment in preschool children: A developmental psychopathology perspective. In K. McCartney, & D. Phillips (Eds.), Blackwell handbooks of developmental psychology. Blackwell handbook of early childhood development (pp. 358–377). Blackwell Publishing.

    Google Scholar 

  • Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28(2), 595–616.

    Article  Google Scholar 

  • Chen, L., & Yan, R. (2011). Development and use of English evaluative expressions in narratives of Chinese-English bilinguals. Bilingualism, 14(4), 570.

    Article  Google Scholar 

  • Cheung, H., Mak, W. Y., Luo, X., & Xiao, W. (2010). Sociolinguistic awareness and false belief in young Cantonese learners of English. Journal of Experimental Child Psychology, 107(2), 188–194.

    Article  Google Scholar 

  • Clarà, M. (2017). How instruction influences conceptual development: Vygotsky’s theory revisited. Educational Psychologist, 52(1), 50–62. https://doi.org/10.1080/00461520.2016.1221765

  • Clark, E. V. (2020). Perspective-taking and pretend-play: Precursors to figurative language use in young children. Journal of Pragmatics, 156, 100–109.

    Article  Google Scholar 

  • Colliver, Y., & Veraksa, N. (2021). Vygotsky’s contributions to understandings of emotional development through early childhood play. Early Child Development and Care (pp. 1–15).

    Google Scholar 

  • Colston, H. L. (2020). Figurative language development/acquisition research: Status and ways forward. Journal of Pragmatics, 156, 176–190.

    Article  Google Scholar 

  • Costa, A., Hernández, M., Costa-Faidella, J., & Sebastián-Gallés, N. (2009). On the bilingual advantage in conflict processing: Now you see it, now you don’t. Cognition, 113(2), 135–149.

    Article  Google Scholar 

  • Crivello, C., Kuzyk, O., Rodrigues, M., Friend, M., Zesiger, P., & Poulin-Dubois, D. (2016). The effects of bilingual growth on toddlers’ executive function. Journal of Experimental Child Psychology, 141, 121–132.

    Article  Google Scholar 

  • Cummins, J. (1987). Bilingualism, language proficiency, and metalinguistic development. In P. Homel, M. Palij, & D. Aaronson (Eds.), Childhood bilingualism: Aspects of linguistic, cognitive, and social development. Erlbaum.

    Google Scholar 

  • Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 70(4), 853–865.

    Article  Google Scholar 

  • Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17(2), 216–238.

    Google Scholar 

  • de Abreu, P. M. J. E., Gathercole, S. E., & Martin, R. (2011). Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control. Learning and Individual Differences, 21(5), 569–574.

    Article  Google Scholar 

  • De Stasio, S., Fiorilli, C., & Di Chiacchio, C. (2014). Effects of verbal ability and fluid intelligence on children’s emotion understanding. International Journal of Psychology, 49(5), 409–414.

    Article  Google Scholar 

  • Delage, H., & Frauenfelder, U. H. (2020). Relationship between working memory and complex syntax in children with Developmental Language Disorder. Journal of Child Language, 47(3), 600–632.

    Article  Google Scholar 

  • Denham, S. A., Ferrier, D. E., Howarth, G. Z., Herndon, K. J., & Bassett, H. H. (2016). Key considerations in assessing young children’s emotional competence. Cambridge Journal of Education, 46(3), 299–317.

    Article  Google Scholar 

  • Denham, S., von Salisch, M., Olthof, T., Kochanoff, A., & Caverly, S. (2002). Emotional and social development in childhood. Blackwell handbook of childhood social development, 307–328.

    Google Scholar 

  • Dewaele, J. (2010). Emotions in multiple languages. Springer.

    Book  Google Scholar 

  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

    Article  Google Scholar 

  • Dick, A. S., Garcia, N. L., Pruden, S. M., Thompson, W. K., Hawes, S. W., Sutherland, M. T., & Gonzalez, R. (2019). No evidence for a bilingual executive function advantage in the ABCD study. Nature Human Behaviour, 3(7), 692–701.

    Article  Google Scholar 

  • Ding, R., He, W., & Wang, Q. (2021). A comparative analysis of emotion-related cultural norms in popular American and Chinese storybooks. Journal of Cross-Cultural Psychology, 52(2), 209–226.

    Article  Google Scholar 

  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., & Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 14–28.

    Article  Google Scholar 

  • Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 2005(109), 109–118.

    Article  Google Scholar 

  • Emmorey, K., Luk, G., Pyers, J. E., & Bialystok, E. (2008). The source of enhanced cognitive control in bilinguals: Evidence from bimodal bilinguals. Psychological Science, 19(12), 1201–1206.

    Article  Google Scholar 

  • Escobar, G. P., Kalashnikova, M., & Escudero, P. (2018). Vocabulary matters! The relationship between verbal fluency and measures of inhibitory control in monolingual and bilingual children. Journal of Experimental Child Psychology, 170, 177–189.

    Article  Google Scholar 

  • Fabes, R. A., Gaertner, B. M., & Popp, T. K. (2006). Getting along with others: Social competence in early childhood. In K. McCartney & D. Phillips (Eds.), Blackwell handbooks of developmental psychology. Blackwell handbook of early childhood development (pp. 297–316). Blackwell Publishing.

    Google Scholar 

  • Farhadian, M., Abdullah, R., Mansor, M., Redzuan, M. A., Gazanizadand, N., & Kumar, V. (2010). Theory of mind in bilingual and monolingual preschool children. Journal of Psychology, 1(1), 39–46.

    Article  Google Scholar 

  • Ferré, P., García, T., Fraga, I., Sánchez-Casas, R., & Molero, M. (2010). Memory for emotional words in bilinguals: Do words have the same emotional intensity in the first and in the second language? Cognition and Emotion, 24(5), 760–785.

    Article  Google Scholar 

  • Fleer, M., Veresov, N., & Walker, S. (2017). Re-conceptualizing executive functions as social activity in children’s playworlds. Learning, Culture and Social Interaction, 14, 1–11.

    Article  Google Scholar 

  • Follmer, D. J. (2018). Executive function and reading comprehension: A meta-analytic review. Educational Psychologist, 53(1), 42–60.

    Article  Google Scholar 

  • Franco, M. D. G., Beja, M. J., Candeias, A., & Santos, N. (2017). Emotion understanding, social competence and school achievement in children from primary school in Portugal. Frontiers in Psychology, 8, 1376.

    Article  Google Scholar 

  • Friedman, N. P., & Miyake, A. (2017). Unity and diversity of executive functions: Individual differences as a window on cognitive structure. Cortex, 86, 186–204.

    Article  Google Scholar 

  • Fuhs, M. W., et al. (2014). Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50(6), 1698.

    Article  Google Scholar 

  • Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology, 47(2), 404.

    Article  Google Scholar 

  • Gagné, F. (2018). Academic talent development: Theory and best practices. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (pp. 163–183). American Psychological Association.

    Google Scholar 

  • Garrett-Peters, P. T., Castro, V. L., & Halberstadt, A. G. (2017). Parents’ beliefs about children’s emotions, children’s emotion understanding, and classroom adjustment in middle childhood. Social Development, 26(3), 575–590.

    Article  Google Scholar 

  • Goetz, P. J. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition, 6(1), 1–15.

    Google Scholar 

  • Goff, D. A., Pratt, C., & Ong, B. (2005). The relations between children’s reading comprehension, working memory, language skills and components of reading decoding in a normal sample. Reading and Writing, 18(7–9), 583–616.

    Article  Google Scholar 

  • Gooch, D., et al. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry, 57(2), 180–187.

    Article  Google Scholar 

  • Graziano, P. A., Slavec, J., Ros, R., Garb, L., Hart, K., & Garcia, A. (2015). Self-regulation assessment among preschoolers with externalizing behavior problems. Psychological Assessment, 27(4), 1337.

    Google Scholar 

  • Gunnerud, H. L., Ten Braak, D., Reikerås, E. K. L., Donolato, E., & Melby-Lervåg, M. (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological Bulletin, 146(12), 1059.

    Article  Google Scholar 

  • Gushulak, B. D. (2020). Global migration and population health. Handbook of Global Health (pp. 1–34).

    Google Scholar 

  • Halle, T. G., Whittaker, J. V., Zepeda, M., Rothenberg, L., Anderson, R., Daneri, P., & Buysse, V. (2014). The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly, 29(4), 734–749.

    Article  Google Scholar 

  • Han, H. S., & Kemple, K. M. (2006). Components of social competence and strategies of support: Considering what to teach and how. Early Childhood Education Journal, 34(3), 241–246.

    Article  Google Scholar 

  • Harris, P. L., de Rosnay, M., & Pons, F. (2005). Language and children’s understanding of mental states. Current Directions in Psychological Science, 14(2), 69–73.

    Article  Google Scholar 

  • Henry, L. A., Messer, D. J., & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53(1), 37–45.

    Article  Google Scholar 

  • Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. The Journal of Genetic Psychology, 174(6), 642–663.

    Article  Google Scholar 

  • Hoff, E., & Core, C. (2015). What clinicians need to know about bilingual development. Seminars in Speech and Language, 36, 89–99.

    Article  Google Scholar 

  • Houston, S. H. (2019). Bilingualism: Naturally acquired bilingualism. A survey of psycholinguistics (pp. 203–214).

    Google Scholar 

  • Janus, M., & Bialystok, E. (2018). Working memory with emotional distraction in monolingual and bilingual children. Frontiers in Psychology, 9, 1582.

    Article  Google Scholar 

  • Józsa, K., & Barrett, K. C. (2018). Affective and social mastery motivation in preschool as predictors of early school success: A longitudinal study. Early Childhood Research Quarterly, 45, 81–92.

    Article  Google Scholar 

  • Kårstad, S. B. (2016). Young children’s emotion understanding: The impact of parent and child factors, socioeconomic status, and culture. [Thesis for the Degree of Philosophiae Doctor, Norwegian University of Science and Technology]. NTNU Open.

    Google Scholar 

  • Khotinets, V. Y., Vyatkin, B. A., & Medvedeva, D. S. (2017). Razvitie rechemyslitel’noi deyatel’nosti detei-bilingvov sredstvami kul’turnogo diskursa [The development of speech-thinking activity of bilingual children by means of cultural discourse]. Pedagogika [pedagogy], 1, 278–283.

    Google Scholar 

  • Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY II: Clinical and interpretive manual. Harcourt Assessment, PsychCorp.

    Google Scholar 

  • Langland-Hassan, P., & Vicente, A. (Eds.). (2018). Inner speech: New voices. Oxford University Press.

    Google Scholar 

  • Lerner, R. M., Liben, L. S., & Mueller, U. (2015). Handbook of child psychology and developmental science, cognitive processes. John Wiley & Sons.

    Book  Google Scholar 

  • Luo, D., Kwok, V. P., Liu, Q., Li, W., Yang, Y., Zhou, K., ... & Tan, L. H. (2019). Microstructural plasticity in the bilingual brain. Brain and Language, 196, 104654.

    Google Scholar 

  • Mahn, H., & John-Steiner, V. (2002). The gift of confidence: A Vygotskian view of emotions. Learning for life in the 21st century (pp. 46–58).

    Google Scholar 

  • Malkov P. V. (Ed.). (2020). Rossiya v cifrah. 2020: Kratkij statisticheskij sbornik [Russia in numbers. 2020: Brief statistical compilation]. Moscow: Rosstat.

    Google Scholar 

  • Martin-Rhee, M. M., & Bialystok, E. (2008). The development of two types of inhibitory control in monolingual and bilingual children. Bilingualism, 11(1), 81.

    Article  Google Scholar 

  • Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689.

    Article  Google Scholar 

  • Mindt, M. R., Arentoft, A., Germano, K. K., D’Aquila, E., Scheiner, D., Pizzirusso, M., & Gollan, T. H. (2008). Neuropsychological, cognitive, and theoretical considerations for evaluation of bilingual individuals. Neuropsychology Review, 18(3), 255–268.

    Article  Google Scholar 

  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100.

    Article  Google Scholar 

  • Montgomery, J. W., Magimairaj, B. M., & Finney, N. C. (2010). Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology, 19, 78–94.

    Article  Google Scholar 

  • Morales, J., Calvo, A., & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114(2), 187–202.

    Article  Google Scholar 

  • Morra, S., & Camba, R. (2009). Vocabulary learning in primary school children: Working memory and long-term memory components. Journal of Experimental Child Psychology, 104(2), 156–178.

    Article  Google Scholar 

  • Netelenbos, N., et al. (2018). Articulation speaks to executive function: An investigation in 4-to 6-year-olds. Frontiers in Psychology, 9, 172.

    Article  Google Scholar 

  • Nikolaev, E. R. (2019). Dialect names of yakut dishes (products) in the context of linguistic view of the world. Liberal Arts in Russia, 8(2), 141–152.

    Google Scholar 

  • Nilsen, E. S., & Graham, S. A. (2009). The relations between children’s communicative perspective taking and executive functioning. Cognitive Psychology, 58(2), 220–249.

    Article  Google Scholar 

  • Oades-Sese, G. V., Esquivel, G. B., Kaliski, P. K., & Maniatis, L. (2011). A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children. Developmental Psychology, 47(3), 747.

    Article  Google Scholar 

  • Ornaghi, V., Brockmeier, J., & Gavazzi, I. G. (2011). The role of language games in children’s understanding of mental states: A training study. Journal of Cognition and Development, 12(2), 239–259.

    Article  Google Scholar 

  • Pavlenko, A. (Ed.). (2006). Bilingual minds: Emotional experience, expression, and representation. Multilingual Matters.

    Google Scholar 

  • Pazeto, T. C. B., Seabra, A. G., & Dias, N. M. (2014). Executive functions, oral language and writing in preschool children: Development and correlations. Paidéia (ribeirão Preto), 24(58), 213–222.

    Article  Google Scholar 

  • Petersen, I. T., Bates, J. E., D’Onofrio, B. M., Coyne, C. A., Lansford, J. E., Dogde, K. A., & Van Hulle, C. A. (2013). Language ability predicts the development of behavior problems in children. Journal of Abnormal Psychology, 122, 542–557.

    Article  Google Scholar 

  • Pons, F., & Harris, P. (2005). Longitudinal change and longitudinal stability of individual differences in children’s emotion understanding. Cognition & Emotion, 19(8), 1158–1174.

    Article  Google Scholar 

  • Pons, F., & Harris, P. L. (2019). Children’s understanding of emotions or Pascal’s “error”: Review and prospects. Handbook of emotional development (pp. 431–449).

    Google Scholar 

  • Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127–152.

    Article  Google Scholar 

  • Pons, F., Lawson, J., Harris, P. L., & de Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347–353.

    Article  Google Scholar 

  • Rogoff, B. (1993). Children’s guided participation and participatory appropriation in sociocultural activity. Development in context: Acting and thinking in specific environments (pp. 121–153).

    Google Scholar 

  • Rojas-Barahona, C. A., et al. (2015). Improvement of working memory in preschoolers and its impact on early literacy skills: A study in deprived communities of rural and urban areas. Early Education and Development, 26(5–6), 871–892.

    Article  Google Scholar 

  • Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2009). A cognitive approach to the development of early language. Child Development, 80, 134–150.

    Article  Google Scholar 

  • Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111–135.

    Article  Google Scholar 

  • Saarni, C. (1999). The development of emotional competence. Guilford press.

    Google Scholar 

  • Saltzman, J. A., Fiese, B. H., Bost, K. K., & McBride, B. A. (2018). Development of appetite self-regulation: Integrating perspectives from attachment and family systems theory. Child Development Perspectives, 12(1), 51–57.

    Article  Google Scholar 

  • Samuel, S., Roehr-Brackin, K., Pak, H., & Kim, H. (2018). Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study. Cognitive Science, 42(7), 2313–2341.

    Article  Google Scholar 

  • Shields, A., Dickstein, S., Seifer, R., Giusti, L., Dodge Magee, K., & Spritz, B. (2001). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 12(1), 73–96.

    Article  Google Scholar 

  • Simlesa, S., Cepanec, M., & Ljubesic, M. (2017). The role of executive functions in language comprehension in preschool children. Psychology, 8(2), 227.

    Article  Google Scholar 

  • Skoe, E., & Karayanidi, K. (2019). Bilingualism and speech understanding in noise: Auditory and linguistic factors. Journal of the American Academy of Audiology, 30(2), 115–130.

    Article  Google Scholar 

  • Southam-Gerow, M. A., & Kendall, P. C. (2002). Emotion regulation and understanding: Implications for child psychopathology and therapy. Clinical Psychology Review, 22(2), 189–222.

    Google Scholar 

  • Stanford, E., & Delage, H. (2020). Complex syntax and working memory in children with specific learning difficulties. First Language, 40(4), 411–436.

    Article  Google Scholar 

  • Struys, E., Duyck, W., & Woumans, E. (2018). The role of cognitive development and strategic task tendencies in the bilingual advantage controversy. Frontiers in Psychology, 9, 1790.

    Article  Google Scholar 

  • Thomas-Sunesson, D., Hakuta, K., & Bialystok, E. (2018). Degree of bilingualism modifies executive control in Hispanic children in the USA. International Journal of Bilingual Education and Bilingualism, 21(2), 197–206.

    Article  Google Scholar 

  • Tishkov, V. A. (2019). Language situation and language policy in Russia (Revising categories and practices). Political Studies, 3, 127–144.

    Google Scholar 

  • Trentacosta, C. J., & Fine, S. E. (2010). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review. Social Development, 19(1), 1–29.

    Article  Google Scholar 

  • U.S. Department of Health and Human Services. (2008). U.S. department of education—policy statement on supporting the development of children who are dual language learners in early childhood programs. https://www.acf.hhs.gov/archive/blog/2016/06/promoting-development-dual-languagelearners#:~:text=U.S.%20Department%20of%20Health%20and%20Human%20Services%20and%20U.S.%20Department%20of%20Education%20%2D%20Policy%20Statement%20On%20Supporting

  • Utendale, W. T., & Hastings, P. D. (2011). Developmental changes in the relations between inhibitory control and externalizing problems during early childhood. Infant and Child Development, 20(2), 181–193.

    Article  Google Scholar 

  • Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26(2), 169–181.

    Article  Google Scholar 

  • Varavina, G. N. (2013). The Yakut Evens’ culture of calendar holidays: Traditions and modernity (symbolism of rituals). Zhurnal Sibirskogo federal'nogo universiteta. Seriya: Gumanitarnye nauki [Journal of the Siberian Federal University. Series: Humanities], 6(5), 629–640.

    Google Scholar 

  • Veraksa, A., Almazova, O., & Bukhalenkova, D. (2020). Studying executive functions in senior preschoolers. PsyCh Journal, 9(1), 144–146.

    Google Scholar 

  • Veraksa, A. N., Bukhalenkova, D. A., & Kovyazina, M. S. (2018). Language proficiency in preschool children with different levels of executive function. Psychology in Russia: State of the Art, 11(4), 115–129.

    Google Scholar 

  • Veraksa, A. N., Gavrilova, M., & Bukhalenkova, D. A. (2019). Association between language development and executive functioning in preschool age. Psikhologicheskii Zhurnal, 40(3), 64–76.

    Article  Google Scholar 

  • Veraksa, N., Veraksa, A., Gavrilova, M., Bukhalenkova, D., & Tarasova, K. (2021). The Russian version of the test of emotion comprehension: Adaptation and validation for use in preschool children. Psychology: Journal of Higher School of Economics, 18(1), 56–70.

    Google Scholar 

  • Verhagen, J., & Leseman, P. (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of Experimental Child Psychology, 141, 65–82.

    Article  Google Scholar 

  • von Salisch, M., Haenel, M., & Freund, P. A. (2013). Emotion understanding and cognitive abilities in young children. Learning and Individual Differences, 26, 15–19.

    Article  Google Scholar 

  • Vulchanova, M., Milburn, E., Vulchanov, V., & Baggio, G. (2019). Boon or burden? The role of compositional meaning in figurative language processing and acquisition. Journal of Logic, Language and Information, 28(2), 359–387.

    Article  Google Scholar 

  • Vygotsky, L. S. (1935). K voprosu o mnogoyazychii v detskom vozraste [On multilingualism in childhood]. Sobranie Sochinenij [collected Works], 6, 329–338.

    Google Scholar 

  • Vygotsky, L. S. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.

    Google Scholar 

  • Vygotsky, L. S. (2017). The problem of teaching and mental development at school age. Changing English, 24(4), 359–371.

    Article  Google Scholar 

  • Ware, A. T., Kirkovski, M., & Lum, J. A. (2020). Meta-analysis reveals a bilingual advantage that is dependent on task and age. Frontiers in Psychology, 11.

    Google Scholar 

  • Weiland, C., Barata, M. C., & Yoshikawa, H. (2014). The co-occurring development of executive function skills and receptive vocabulary in preschool-aged children: A look at the direction of the developmental pathways. Infant and Child Development, 23(1), 4–21.

    Article  Google Scholar 

  • Weimer, A. A., & Gasquoine, P. G. (2016). Belief reasoning and emotion understanding in balanced bilingual and language-dominant Mexican American young children. The Journal of Genetic Psychology, 177(2), 33–43.

    Article  Google Scholar 

  • Zaporozhets, A. V., & Neverovich, Y. Z. (Eds.). (1986). Razvitie social’nyh emocij u detej doshkol’nogo vozrasta: Psihologicheskie issledovaniya [The development of social emotions in preschool children: Psychological research]. Pedagogika.

    Google Scholar 

  • Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1(1), 297–301.

    Article  Google Scholar 

  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354–360.

    Google Scholar 

  • Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., ... & Carlson, S. M. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development,i–151.

    Google Scholar 

Download references

Acknowledgements

This work was supported by the Russian Science Foundation grant number 20-18-00457 and by the Research Council of Norway through its Centres of Excellence funding scheme (project number 223265).

Author information

Authors and Affiliations

  1. Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia

    Daria Bukhalenkova & Natalia Kartushina

  2. Psychological Institute, Russian Academy of Education, Moscow, Russia

    Daria Bukhalenkova & Margarita Gavrilova

  3. Center for Multilingualism in Society across the Lifespan, University of Oslo, Oslo, Norway

    Natalia Kartushina

  4. Department of the Psychology of Education and Pedagogy, Lomonosov Moscow State University, Moscow, Russia

    Aleksander Veraksa

  5. Laboratory of the Psychology of Childhood and Digital Socialization of the Psychological Institute, Russian Academy of Education, Moscow, Russia

    Aleksander Veraksa

Authors
  1. Daria Bukhalenkova
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Aleksander Veraksa
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Margarita Gavrilova
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Natalia Kartushina
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Daria Bukhalenkova .

Editor information

Editors and Affiliations

  1. Lomonosov Moscow State University, Psychological Institute of the Russian Academy of Education, Moscow, Russia

    Aleksander Veraksa

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Bukhalenkova, D., Veraksa, A., Gavrilova, M., Kartushina, N. (2022). Role of Bilingualism in Child Development: Insights from Executive Functions and Emotion Understanding. In: Veraksa, A. (eds) Child Development in Russia. Early Childhood Research and Education: An Inter-theoretical Focus, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-031-05524-9_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-05524-9_5

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-05523-2

  • Online ISBN: 978-3-031-05524-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation