Oral Language Difficulties in Early Childhood: Implications for Socio-Emotional Development, A Theoretical Review
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Abstract
Early language acquisition is essential for children’s cognitive, self-regulatory, and social development (Santamarta & Arrimada, 2025; Herranz & Delgado, 2013; UNICEF, 2020). Yet, many preschoolers experience oral language difficulties, expressed as delays in verbal expression or comprehension (Norbury et al., 2016; Bishop et al., 2016; Lindsay & Strand, 2016). This Theoretical Review analyzes how such difficulties affect socio-emotional development, reviewing major theories, debates, and recent findings. The Introduction defines the problem and emphasizes early childhood as a crucial period for language and socio-emotional growth (Sunderajan & Kanhere, 2019; Baixauli-Fortea et al., 2015; Hentges et al., 2021). The Development reviews literature on the nature, prevalence, and effects of early language difficulties on interaction, behavior, and emotional health, as well as possible explanatory mechanisms (Yew & O’Kearney, 2013; Burnley et al., 2023; Curtis et al., 2018; Chow et al., 2018; Kapa & Mettler, 2021). It also discusses controversies regarding the direction of the language-emotion link and contextual or temperamental influences (Redmond & Rice, 1998; Yew & O’Kearney, 2015; Samson et al., 2020). The Conclusions stress that untreated difficulties heighten the risk of enduring socio-emotional issues, though not uniformly (Yew & O’Kearney, 2013; Maggio et al., 2013; Santamarta & Arrimada, 2025), while acknowledging evidence gaps and calling for integrated interventions addressing language and socio-emotional skills in educational and clinical contexts (Brinton & Fujiki, 2005; Toseeb et al., 2020; McGregor, 2020).
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Rosa Lucila Lema-Huilca, Ministerio de Educación - Ecuador
https://orcid.org/0009-0004-3142-4153
Rosa Lema, MSc., is an Early Childhood Education teacher with several years of experience in comprehensive early childhood education. She is passionate about researching meaningful learning environments that enhance children's cognitive, socio-emotional, and creative development. She is committed to innovation and continuous improvement in early childhood education.
Martha Gabriela Cusi-Chillan, Ministerio de Educación - Ecuador
https://orcid.org/0009-0009-9388-9518
Master's degree in Leadership and Educational Innovation, preschool teacher. Currently, she is an ongoing researcher into various learning disorders to understand their causes and how they impact the educational process. She focuses on applying innovative strategies to break down barriers that impede learning for preschool children
Erika Alexandra Cadena-Toapanta, Ministerio de Educación - Ecuador
https://orcid.org/0009-0006-3024-3777
Bachelor of Chemistry, Biology, and Natural Sciences from the Central University of Ecuador, researcher specialized in bibliographic studies of animals and plants, with a focus on herpetological species. Chemistry and Biology teacher at Unidad Educativa CEPE.
María Fernanda Oña-Cadena, Ministerio de Educación - Ecuador
https://orcid.org/0000-0002-6306-6547
With a degree in Educational Sciences, a focus on Early Childhood Education, I am committed to pedagogical innovation and ongoing professional development. My teaching practice is characterized by constant reflection, pedagogical research, and the pursuit of continuous improvement for the sake of educational quality.
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