Language is a gift of special significance to our species. Whether the source of the generosity is nature or nurture, or some combination, is controversial, but few scientists or laypeople would dispute the evolutionary and practical value of our key mode of communication. From infancy, language is integral to just about everything we do, share, understand, perceive and achieve. Appropriately, childcare professionals and parents are disturbed by indications that a young person is not developing language skills at a typical pace.
Social interdependence is another, and closely related, defining characteristic of our species. Nature dictates that we cannot survive to maturity without access to and support from others. Society necessitates that we get out and learn about each other, developing knowledge and skills in interaction. Again, when a child appears limited in her or his ability to participate in everyday social life, there is cause for concern.
What of those who speak softly, speak little or, on occasion, speak not at all? They have language but may not always employ it as effectively as some of their more outgoing peers. They have social capacities and motivations, but are not always realizing them as fully, or as comfortably, as do others. The four empirical papers in this Special Issue address a range of fascinating questions about the developmental pathways, associations and consequences of linguistic reticence and withdrawal. Each study makes a substantial contribution and together their findings offer a plentiful body of complementary evidence on the relationships between language ability and shyness in children.
The collection presents complex findings and prompts numerous questions. Space allows me to highlight only a few. I will comment on the relationships among language development, shyness, peer and family contexts, on shyness and literacy, on cross-cultural and gender issues and on intervention.