Latin American caregivers’ language input and children’s cognitive and socioemotional development

Young children develop crucial cognitive and socioemotional skills through everyday interactions with their caregivers within specific sociocultural contexts. Most research on the associations between the quantity and quality (e.g. linguistic complexity, conceptual content, and interactional features) of caregivers’ language input and children’s development has been conducted with samples from North America and Western Europe. This is the first narrative review of studies examining the associations between Latin American caregivers’ language input and children’s cognitive and socioemotional development from infancy through preschool. A content analysis of studies published between 2010 and 2025 was conducted. Significant within-group variability in how caregivers’ language input was found. Caregivers’ linguistic complexity and conceptual content varied across developmental periods, whereas the interactional nature of caregivers’ input differed across ethnic groups. We highlight four recommendations: 1) move beyond restrictive definitions of language input by developing culturally relevant operationalisations; 2) broaden measures of both linguistic complexity and conceptual content across developmental periods; 3) expand research to underrepresented communities to capture variation and greater nuance in interactional styles; and 4) integrate structured tasks and observational assessments of child development. What is already known about this topic:Caregivers’ language input is crucial for young children’s cognitive and socioemotional development.When compared, the quality of caregivers’ input generally plays a more significant role in shaping children’s cognitive and socioemotional skills than the quantity.Most research on caregiver language and child development is based on samples from North America and Western Europe. It remains unclear how the quantity and quality of caregiver language input relate to children’s cognitive and socioemotional skills in other cultural contexts. Caregivers’ language input is crucial for young children’s cognitive and socioemotional development. When compared, the quality of caregivers’ input generally plays a more significant role in shaping children’s cognitive and socioemotional skills than the quantity. Most research on caregiver language and child development is based on samples from North America and Western Europe. It remains unclear how the quantity and quality of caregiver language input relate to children’s cognitive and socioemotional skills in other cultural contexts. What this topic adds:Developmental changes in caregiver talk. The review shows that features of caregiver language that matter for children shift with age: word variety supports toddlers’ vocabulary, while more complex sentence structures and diverse topics become key for preschoolers.Mixed evidence on emotion and concept talk. Caregivers’ use of mental state or emotion words relates to children’s regulation and problem-solving in some contexts but not others, underscoring the importance of context-specific practices in supporting socioemotional development.Cultural diversity in interaction styles. Caregivers across Latin America engage children differently – sometimes through direct conversation, other times through attentive observation or collaborative activities – each pathway supporting children’s learning and social skills. Developmental changes in caregiver talk. The review shows that features of caregiver language that matter for children shift with age: word variety supports toddlers’ vocabulary, while more complex sentence structures and diverse topics become key for preschoolers. Mixed evidence on emotion and concept talk. Caregivers’ use of mental state or emotion words relates to children’s regulation and problem-solving in some contexts but not others, underscoring the importance of context-specific practices in supporting socioemotional development. Cultural diversity in interaction styles. Caregivers across Latin America engage children differently – sometimes through direct conversation, other times through attentive observation or collaborative activities – each pathway supporting children’s learning and social skills.