Research and policy

An archive of policy and research summaries is below. You can also download free reports summarising our own research.

Talk To Your Baby other policies:

• 03Jun2010
  How infants recognise objects

  This American study suggests that infants as young as three months treat word and tones differently as regards object categorisation.

• 03Jun2010
  Parent-training can help children's language and literacy

  A recently published study found that parent-training in the three contexts studied can improve children's language and literacy.

• 13May2010
  Research: Parenting Infants and Toddlers Today

  Many parents could benefit from information about the importance of reading and talking to very young babies and newborns.

• 24Feb2010
  Research: press reviews

  A selection of press reviews of research articles related to the early years.

• 03Oct2009
  Research: Early childcare and child development

  A look at the impact of grandparents' care on child development.

• 01Oct2009
  Research: National Scientific Council on the Developing Child

  The Council has produced five working papers on child development that provide information on the importance of early interaction. This report contains abstracts of each of the five papers.

• 29Sep2009
  Research: Impact of Sure Start local programmes

  A variety of research reports which look at the impact of local Sure Start programmes.

• 01Jun2009
  Research: Language and Social Disadvantage: Theory into Practice

  A book edited by Julie Clegg and Jane Ginsborg exploring the relationship between language-learning and social disadvantage.

• 13May2009
  Research: Social skills 'learned by talk about feelings'

  Nursery World reports on a study from the University of Sussex called, "The Relation Between Parenting, Children's Social Understanding and Language”, funded by the Economic and Social Research Council.

• 26Mar2009
  Policy: Healthy Child Programme

  The Healthy Child Programme aims to provide an invaluable opportunity to identify families who are in need of additional support and children who are at risk of poor outcomes.