Talking Numbers: a developmental link between literacy and numeracy

Research into children's mathematical knowledge is not as prolific as research into writing and reading. Developmental studies of young children's mathematics are rare, especially parent/child studies. The most concise and in depth study of children's number is by Gelman and Gallistel (1976). Their study concentrated on the counting skills of two and three year olds: many of their research findings support my own study. However, like Hughes (1986) their research methods consisted of set tasks and children responding to set questions whereas this study closely observed one child in everyday surroundings and situations. It revealed the child's number knowledge and how she acquired that knowledge: vital information to teachers and parents of young children. Literacy theorists, such as Goodman (1968), Clay (1975). Ferreiro and Teberosky (1982). Cambourne (1988). uncovered children's literacy development by following the flow of the children rather than clinical tasks. They concentrated on what children could do rather than what they could not do. I too, took a positive model of observing children. This study of my own child, although highly subjective, meant I could study her at home unobtrusively. As a study of one child's development of number we cannot generalise or claim that every child goes through the same development. However, a single child study can give pointers for observing other children. I observed Sovay from 20 months old until 38 months. I will highlight a few of the significant outcomes and discoveries of this study (Carruthers. 1997). Before she was 31 months space and shape dominated my recordings but as Sovay acquired fluen