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ERIC Number: ED513439
Record Type: Non-Journal
Publication Date: 2010-Oct
Pages: 12
Abstractor: ERIC
Reference Count: 47
Highlights from a Literature Review Prepared for the Face to Face Research Project
National Literacy Trust
Between March 2009 and March 2011, Talk To Your Baby has been engaged in a research project, under the title of Face to Face, to identify key messages for parents and carers in relation to communicating with babies and young children, and has examined the most effective ways to promote these messages to parents and carers. The Face to Face project commissioned the University of Dundee to produce: (1) a synthesis of the evidence for why communicating with babies matters, in order to produce a definitive profile of the main issues from all relevant disciplines; and (2) a knowledge review to identify the challenges and barriers for parents and caregivers in communicating with babies in order to elicit the most effective ways of encouraging parents and carers to communicate with babies. These have brought together a significant evidence base from a wide range of disciplines and perspectives including linguistics, psychology, education, social science, medicine and parenting. There is general agreement that infants are predisposed to communicate, reciprocate and connect with other people. Three key areas were identified in relation to the aspects of parenting that matter in relation to communicating with babies: (i) Contingency, i.e. babies and carers being "tuned in" to reciprocal communication; (ii) The nature and types of parent-infant interaction; and (iii) The importance of the home literacy environment. [Funding for this paper was provided by the Department for Education's Children, Young People and Families Grant Programme.]
National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Literacy Trust (England)