Language development, temperament and early executive function skills in the third year of life

Literature highlights how language, temperament and executive functions are interrelated from early childhood and how their relationships are important in the course of development. Our study examines the relationship between the acquisition of lexical abilities, temperament and executive function skills in 104 typically developing children aged 27-36 months. The findings show how children with high lexical competences differ from children with middle and low lexical competences in temperamental attention and in most of the executive functions measures. Moreover, low temperamental attention especially marks children with language delay.