It all counts: Talking about numeracy at home
By the time children begin formal schooling, there are already considerable individual differences in early literacy and numeracy skills. A child who is behind when school begins struggles to catch up. We are studying the ways in which parents and carers talk about numeracy in the home with very young children. The aim of this research is to better understand the range of ways parents/carers and children can or might talk about concepts like counting, size and shape comparisons, distance, time, and patterns, during play, book-reading, and everyday activities in the home. This research will inform the development of an intervention for families who need support and guidance as their children develop numeracy knowledge and confidence.
Parent-child interactions provide the primary social learning context for children. Our research brings together clinical and developmental staff and research methods to better understand the ways in which parental mental health and wellbeing is associated with the way parents play and talk with their children. Our research aims to understand and adapt existing evidence-based interventions, such as Parent-Child Interaction Therapy, to better meet the needs of high-risk families, and to foster parent-child attachment bonds.