Latest news
June 2019
The Language 0-5 team host their farewell party
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We just wanted to say a big thank you to all of the wonderful families who have taken part in the Language 0-5 project over the last five years. We can't believe how fast the time has gone since we started the project! To celebrate all of the hard work that the children have put into the project, we hosted a party with entertainment, face painting and lots of cake! We also left a book for parents to write down their highlights of Language 0-5. We loved reading all of the comments about how much of an impact the project has had and we hope that the families enjoyed taking part just as much as we have! |
May 2019
Liverpool Language Lab's Dr Michelle Peter features in BBC Learning's Language and Literacy Campaign
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BBC Learning has launched a 10 year campaign to halve the
language gap among children aged under 5 across the UK. At the heart of their plan is encouraging parents to talk to their children from an early age, and Liverpool Language Lab's Dr Michelle Peter has been involved! In a series of short films called, "Babies Discover...", Michelle provides practical advice and tips about the ways in which you can make talking to your baby fun! Take a look at how Peek-a-Boo can help with young babies' understanding here! |
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February 2019
Study shows that babies can pick out individual words from speech at only 3 days old!
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Learning your native language is a lot more tricky than you may think, and the fact that
children do this with no formal teaching of the rules that make up our language is amazing! One of the many early skills necessary for learning language is the ability to identify individual words in speech. This isn't nearly as easy as it sounds because spoken speech doesn't contain the spaces or pauses present in written speech. In spoken speech, there aren't many obvious clues about where one word ends and another begins, so babies have the difficult task of figuring this out. Fascinatingly, a new study by Liverpool Language Lab's Dr Perrine Brusini and colleagues has found that, babies have the skills needed to do this from as early as three days old! In the study, three-day old babies heard a continuous stream of four nonsense words for three and a half minutes during which time, a technique called Near-Infrared Spectroscopy, (in which a red light is shined into the brain), was used to measure which parts of the brain were active. |
The researchers discovered two mechanisms that babies use to be successful at picking out the individual words: prosody (the
rhythm of speech) and statistics (the likelihood with which sounds in words co-occur).
These results show just how receptive newborns are to language - a finding that is important for new parents who may not
be aware of just how amazing babies are!
rhythm of speech) and statistics (the likelihood with which sounds in words co-occur).
These results show just how receptive newborns are to language - a finding that is important for new parents who may not
be aware of just how amazing babies are!
November 2018
Liverpool Language Lab to feature in a BBC documentary about children's early development
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In a 3-part documentary on BBC 2, called “Babies: Their Wonderful World”,
researchers from around the world gather to look at the science and psychology behind children’s development over the first two years of life. Watch as Liverpool Language Lab's Dr Michelle Peter runs language experiments (with very cute kids) to unpick what we know about how babies learn the tricky business of learning language. The first of the three episodes airs on BBC 2 on Monday 26th November at 9pm - make sure to watch if you can! |
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July 2018
Off on our travels to fabulous France!
Conference on Learning Language in Humans and in Machines
5th-6th July, Paris
Michelle and Sam presenting work from the Language 0-5 Project
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In July, researchers Dr Michelle Peter, Dr Samantha Durrant, and Dr Rebecca Frost headed to
Paris to show off some of the latest results from the Liverpool Language Lab. This conference was unlike many others that have been attended by Liverpool Language Lab members - the focus wasn't only on language learning in humans, but also on how we can use artificial intelligence (or machine learning) to gain more insight into the cognitive processes involved in various aspects of language acquisition. Michelle presented the findings from a task investigating the relationship between the speed of online processing and later vocabulary - a study that forms part of the longitudinal Language 0-5 Project (find out more about the project here). If you want to take a look at the poster that was presented, click here! There were some really great talks - a highlight was a keynote given by Susan Goldin- Meadow who spoke about how the gestures developed by congenitally deaf individuals (who cannot learn the spoken language that surrounds them and who have not been exposed to sign language) take on many of the forms and functions of languages that have been handed down from generation to generation. |
It wasn't all work of course - we managed to squeeze in some time to explore the sights that Paris had to offer!
Paris in the sunshine!
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Great talk by Susan Goldin-Meadow
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Rebecca and Sam enjoying Paris after a busy day conferencing!
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June 2018
Meet the Scientists - Language special event
Walker Art Gallery, Liverpool
Saturday 16th June, 2018
Walker Art Gallery, Liverpool
Saturday 16th June, 2018
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We had a great time at the Walker Art Gallery chatting to all of you about language development! You really had some great questions and we were happy to answer them. We also really enjoyed playing our language games with you and your little ones - we hope that we were able to give you a little insight into what is is that we do here at the Liverpool Language Lab. |
April 2018
Meet the Scientists - Language special event
Walker Art Gallery, Liverpool
Saturday 16th June, 2018
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Join us on Saturday 16th June for our Meet the Scientists event at the
Walker Art Gallery in Liverpool. This event is a hands-on day for all of the family, and a fantastic opportunity for you to meet scientists from the Universities of Liverpool, Manchester, and Lancaster who specialise in child language research. There will be lots of language activities suitable for children of all ages-- and plenty to do for adults too! Come and find out how it is that children learn new words when a new word could refer to almost anything they can see. Or, why not play |
some mind-reading and perspective-taking games with us? You could even see how we use state of the art eye-
tracking equipment to measure exactly what babies look at and how they use this information to learn language.
We’re also very excited that there will be an area dedicated to the Language 0-5 Project. Not only will you be able to learn
more about the different tasks that the children involved in this 5-year study have taken part in since it began in 2014, but you
can also take a look what we've found out so far!
We’d love to see you there, so if you’ve nothing booked in your diary yet, please pay us a visit!
tracking equipment to measure exactly what babies look at and how they use this information to learn language.
We’re also very excited that there will be an area dedicated to the Language 0-5 Project. Not only will you be able to learn
more about the different tasks that the children involved in this 5-year study have taken part in since it began in 2014, but you
can also take a look what we've found out so far!
We’d love to see you there, so if you’ve nothing booked in your diary yet, please pay us a visit!
January 2018
Be a part of one of our many studies!
Here at the Liverpool Language Lab, we are run lots of different studies that use a range of techniques to learn about how
young children learn to communicate using language.
We know that keeping young children entertained can be tricky, so we design our studies to be fun and engaging. For
instance, on some occasions, our studies involve children playing a series of games where they point at pictures, name objects
or copy words said by one of our researchers. Other times, children might take part in a study that relies on them looking at
images on a screen whilst we track their eye-movements.
Right now, we have four different studies taking place in our lab! If you have a child that fits the age of any of
these studies, and you'd like to be involved, then click one of the buttons below for more information. Or, sign up to our
database by clicking Take part at the top of this page!
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June 2017
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Pop in to the Story Starter Drop-in Day
Liverpool Central Library, 4th floor Monday 26th June, 11am - 1pm The early stages of a child’s life are an exciting opportunity. With the right support, a child can reach for the stars. Sadly, far too many young children are starting primary school without the basic language and literacy skills to succeed. Story Starters is a new, exciting charity programme which will change this and ensure young children have the skills, support, and confidence to enjoy the perfect first chapter in their lives. If you volunteer as a Story Starter, you’ll use stories, play and conversation to give a child the positive support they need to start school ready to read. |
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How does Story Starters work?
You’ll support three children aged 3-5 years' old on a one-to-one basis, using play and stories to develop and enrich their use
of language.
You’ll need to commit to volunteering at a local nursery for one hour, twice a week during nursery hours.
You’ll receive professional training and support to ensure that you are best able to support young children and feel
comfortable in a modern nursery setting.
How can I find out more?
Come to the Story Starter Drop-in on Monday 26th June between 11am and 1pm at Liverpool Central Library (4th Floor).
There, you can meet the friendly Story Starters team to discover the difference you can make to a child’s life!
Find out more information by visiting the Story Starters Website or by contacting Alexia on 0845 450 0301.
You’ll support three children aged 3-5 years' old on a one-to-one basis, using play and stories to develop and enrich their use
of language.
You’ll need to commit to volunteering at a local nursery for one hour, twice a week during nursery hours.
You’ll receive professional training and support to ensure that you are best able to support young children and feel
comfortable in a modern nursery setting.
How can I find out more?
Come to the Story Starter Drop-in on Monday 26th June between 11am and 1pm at Liverpool Central Library (4th Floor).
There, you can meet the friendly Story Starters team to discover the difference you can make to a child’s life!
Find out more information by visiting the Story Starters Website or by contacting Alexia on 0845 450 0301.
May 2017
Take part in our studies!
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Are you interested in your child's language development?
Here at the Liverpool Language Lab, we want to find out more about how children learn to talk. We have lots of interesting projects that you and your child might be able to help us with. We run studies with babies, toddlers and pre-schoolers. Some studies take place at the University of Liverpool and some you can do at home. Others might be in your child's school or at your local children's centre. If you're interested in taking part, then click here. We'll contact you when we have a suitable study for you and your child. You can decide at the time whether or not you'd like to take part. |
May 2017
Become a Story Starter
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Our partners Beanstalk had a great day at Liverpool Central
Library on 16th May telling people how they could help nursery children become ready to read by volunteering as a Story Starter. If you weren't able to come along, but would like to find out more about how to get involved, call them on 0845 450 0301, email storystarters@beanstalkcharity.org.uk or apply at https://www.beanstalkcharity.org.uk/become-a-story- starter and they'll be in touch. |
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August 2016
Check out our wonderful Language 0-5 families having a whale of a time at our Picnic in the Park!
A few weeks ago, the sun was kind to us and allowed us to have a lovely time at our summer picnic. The only sad thing is that
we have to wait until next year to do it all again! Check out what we got up to...
we have to wait until next year to do it all again! Check out what we got up to...
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August 2016
Come and join us for a Picnic in the Park!
Sefton Park (opposite the bandstand)
Saturday 6th August, 1pm-4pm
Sefton Park (opposite the bandstand)
Saturday 6th August, 1pm-4pm
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To celebrate the fact that it's summer (kind of!), and that the Language 0-5 families have been a part of the project for 18 months (and also because we really like cake), we'll be holding another Picnic in the Park this August. Last year, lots of you turned up with picnic blankets, food, and children in hand, helping to make our picnic a truly wonderful event. It was so lovely to meet all of you, but also for you to meet each other. We know that it can probably feel like you and your little ones are just another participant in a massive study, but we assure you that you aren't! The fact that each and every one of you regularly gives up your time to come in to the lab, be filmed, fill out many (many) questionnaires, and be generally amazing all in the name of science is very much appreciated. All of this makes what we are trying to achieve so very worth it! |
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July 2016
Spotlight on research: There's a lot more to your baby's babbling than you may have previously thought...
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Before babies say their first words, they already know a lot about how language
words. Research has shown that babies as young as 6 months understand words for some common objects, for example. Babies often use gestures to communicate what they want (e.g. pointing or reaching) and to tell us what they’re interested in (e.g. holding out objects). Babies also practice saying the sounds they’ll need to say their first words by babbling. Researchers are interested in babble for various reasons. First of all, the sounds that babies babble with are also the sounds that will be in their first words. Secondly, starting to babble with more consonants actually changes |
the way that babies listen to words. Finally, babies who babble earlier tend to say their first words earlier, and also tend to
have bigger vocabularies by the time they’re 18 months old.
Traditionally, to find out about babies’ babble, researchers have needed to record and transcribe what babies say. This is time-
consuming for parents and researchers alike. It also takes specialist, high-quality recording equipment and researchers who
have training in phonetics. Here in the Liverpool Language Lab, we have developed a questionnaire, the Babble Checklist, that
asks parents about the sounds their baby babbles with, and how often they say these sounds. Hopefully, this will save
everyone a lot of time! However, we first need to check that it works.
This summer, our intern Helen will be helping us to test our Babble Checklist. She will be recording and phonetically
transcribing everything the babies who come into the lab say. Parents will also fill in the Babble Checklist. We’ll then be able
to compare what the babies say in the lab with what their parents tell us they usually say at home. If the transcripts and the
checklists match up, we’ll know that, in the future, we can simply ask parents what sounds their child is saying when they
babble.
have bigger vocabularies by the time they’re 18 months old.
Traditionally, to find out about babies’ babble, researchers have needed to record and transcribe what babies say. This is time-
consuming for parents and researchers alike. It also takes specialist, high-quality recording equipment and researchers who
have training in phonetics. Here in the Liverpool Language Lab, we have developed a questionnaire, the Babble Checklist, that
asks parents about the sounds their baby babbles with, and how often they say these sounds. Hopefully, this will save
everyone a lot of time! However, we first need to check that it works.
This summer, our intern Helen will be helping us to test our Babble Checklist. She will be recording and phonetically
transcribing everything the babies who come into the lab say. Parents will also fill in the Babble Checklist. We’ll then be able
to compare what the babies say in the lab with what their parents tell us they usually say at home. If the transcripts and the
checklists match up, we’ll know that, in the future, we can simply ask parents what sounds their child is saying when they
babble.
June 2016
Bringing the latest in language research to Bradford - A Better Start, Bradford
Tuesday 14th and Wednesday 15th June, 2016
Tuesday 14th and Wednesday 15th June, 2016
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In June, Caroline and Michelle spoke at the second A Better Start Learning
and Development event. Funded by Big Lottery Fund (who have invested £215m), A Better Start (ABS) is a programme designed to understand the effectiveness of interventions during early |
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childhood. The project runs across five areas across England: Blackpool, Bradford, Lambeth, Nottingham and Southend.
This year's event was held in Bradford and was a wonderful opportunity for experts in research, policy and practice in the field
of speech and language to share their knowledge and ideas about how to promote a culture of talking to babies.
As much as we enjoyed presenting the latest in child language research to the ABS audience, we also learned a lot from the
practitioners across the different sites - in particular, it was great to find out what language interventions are currently
underway and how these interventions will be evaluated in the future.
If you'd like to take a look at what Caroline and Michelle spoke about, you can do so quite easily - just click here!
This year's event was held in Bradford and was a wonderful opportunity for experts in research, policy and practice in the field
of speech and language to share their knowledge and ideas about how to promote a culture of talking to babies.
As much as we enjoyed presenting the latest in child language research to the ABS audience, we also learned a lot from the
practitioners across the different sites - in particular, it was great to find out what language interventions are currently
underway and how these interventions will be evaluated in the future.
If you'd like to take a look at what Caroline and Michelle spoke about, you can do so quite easily - just click here!
May 2016
The Language 0-5 Team spread the word Stateside!
The International Conference on Infant Studies, New Orleans
Thursday 26th May 2016 to Saturday 28th May 2016
The International Conference on Infant Studies, New Orleans
Thursday 26th May 2016 to Saturday 28th May 2016
Colourul decor in the French Quarter, New Orleans
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This conference gathers together researchers working on many different aspects of child development and is a great place to tell everyone about our work as well as getting lots of new ideas for studies we could do with your children as part of the project. These conferences are a really important part of Language 0-5's work; sharing what we are doing and learning about the work of others is necessary to piece together the puzzle of how children are developing language. Amy talked about how the gestures children use and the sound they make when they babble link to their vocabulary development. Sam presented a poster about the data we collected when babies involved the Language 0-5 Project were 9 months old. |
Lots of people were interested in these studies and how they link to children’s language development.
It wasn’t all work though - we all managed to spend a bit of time exploring the city. The French Quarter was a particular
highlight for us all; the balconies were decorated beautifully and there were some great places to eat. Amy and Caroline also
managed to do a bit of alligator spotting (eek!).
It wasn’t all work though - we all managed to spend a bit of time exploring the city. The French Quarter was a particular
highlight for us all; the balconies were decorated beautifully and there were some great places to eat. Amy and Caroline also
managed to do a bit of alligator spotting (eek!).
January 2016
We're packing our bags again...The Language 0-5 team are heading to New Orleans!
We're so excited that the studies that our Language 0-5 families have taken part in have attracted the attention of our
colleagues across the pond.
This May, we're off to the International Conference on Infant Studies which will be held in New Orleans. We'll be presenting
our findings from three of the project's early studies: a conceptual knowledge task that children took part in when they were
9-months old, a study that looked at the gestures that children use to communicate when they were 11- and 12-months old,
and an artificial grammar learning task that was run when children were 16-months old.
We're keen to spread the 0-5 word and, of course, to get some feedback about our results.
Look out for pictures and updates of what we got up to later in May!
December 2015
Christmas time at the Liverpool Language Lab!
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It's the most wonderful time of the year, and here at the Liverpool Language
Lab, we are really enjoying seeing the Language 0-5 children coming in for their lab sessions in their festive attire! Last week, 18-month old Iris (below) came in to take part in a word learning study using eye-tracking technology. For language researchers, eye-tracking really is like a window into the mind - it's a great way to learn about what children's understanding of language is like before they reach an age at which they can reliably tell us! We all make eye movements - most of the time without even thinking about it. By tracking where, how long for, and how quickly children look at pictures on a screen whilst they hear different sentences, we can begin to build a picture of what young children's linguistic knowledge is like, as well as how this changes at they get older. |
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The lovely Iris having fun in our lab!
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When Iris came in, she saw a pair of objects on a screen and at the same time heard a sentence that encouraged her to look at one of those objects. We were testing whether Iris would look longer at the picture that matched the sentence that she heard. Sometimes the pair of objects that Iris saw were ones that were familiar to her (e.g., a car and a book), but at other times one (or both) of the objects were completely new to her and had a made-up name (e.g., a dax and a blickett). By pairing a familiar object with a completely novel object, we can see whether children are able to use their knowledge of familiar words (like car) to rule out that the novel name in the sentence, "Where's the dax? Can you see it?", must therefore refer to the unfamiliar object. We use these types of studies to learn what types of skills children might be exploiting when they face the task of learning the names for new objects - something they are having to do a lot at the beginning of their language-learning journey! |
November 2015
Liverpool Language Lab in Boston!
Friday 13th November - Sunday 15th November 2015
Friday 13th November - Sunday 15th November 2015
This week, the Language 0-5 Project team and other members of LuCiD travelled all the way to the States to present the
latest findings in child language research.
We attended the Boston University Conference on Language Development where we delivered talks and presented posters
about the work that we are doing.
latest findings in child language research.
We attended the Boston University Conference on Language Development where we delivered talks and presented posters
about the work that we are doing.
Michelle (above left) gave a talk about how children's ability to be
primed (i.e., the tendency to copy the structure of a recently- encountered sentence) is linked to their vocabulary level. |
Amy (above right) presented a poster based on a study from her PhD
which looks at what young children know about passive sentences (e.g., Wendy was helped by Bob). |
Sam (above left) presented a poster on a
study that looked at whether children can distinguish between words pronounced in different regional accents |
Coralie and Ludo (above middle) presented a
poster on a study that encouraged French- English bilingual children to produce left- dislocations - a particular type of sentence structure that is common in French but less so in English (e.g., The boy, he stole my apple). |
Tomoko (above right) gave a talk about the
types of errors that Japanese children make when using different types of verbs. |
September 2015
Congratulations to Sam on graduating this month!
This month, Language 0-5 Project researcher, Sam, celebrated completing her PhD. Although Sam officially completed her
PhD in September 2014, she had to wait until this year to graduatefrom the University of Plymouth.
PhD in September 2014, she had to wait until this year to graduatefrom the University of Plymouth.
August 2015
Surprisingly, the weather was good to us (it must have been all of that finger-crossing we were doing!) which made for a wonderful afternoon. It was lovely to see you all, and also to meet some of
the members of your families that we don't usually get to see. We were so pleased to see everyone sharing stories, and to see the little ones making some new friends. |
Summer fun at the Language 0-5 Picnic in the Park
Sunday 8th August 2015 A few weeks ago - with picnic blankets and tasty snacks at the ready
- we spent a sunny afternoon in Sefton Park with some of our Language 0-5 families. 
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We know that some of you really wanted to come, but simply were unable to make it this time. Don't worry though, as we're
hoping to hold another event around Christmas time!
hoping to hold another event around Christmas time!
July 2015
Congratulations to Michelle on graduating this month!
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Last week, Michelle officially celebrated the completion of her PhD at her graduation ceremony at the the Liverpool Philharmonic Hall. Over the last 3 years, she has used a method called structural priming to look at what children's grammatical knowledge is like early on, and how it develops as they grow older. She says, "To make it fun, the studies took the form of a bingo game. This involved me taking it in turns with the children to describe cartoon animations on a computer. Sometimes we would win counters to go on our respective bingo boards, but sometimes not. The first person to fill up their board with counters was the winner. This type of game is great because we can really control the type of sentence that the children hear and this helps us learn what type of language they will and will not produce. The kids are having to produce lots and lots of sentences which, otherwise, would be pretty boring. But, because it's in the guise of an interactive game - and because they always win (I secretly let them!), they don't get bored!". Michelle's work has shown that although young children are able to represent certain types of sentences in an abstract way like adults can, the language that they produce is also determined by the way that they've heard certain verbs (e.g., action words like give and hug) being used. In other words, children's grammatical knowledge is sensitive to their language environment. |
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The Language 0-5 team will be running a similar type of study when the children involved in the Language 0-5 Project are a
little older, so sadly for Michelle, she'll have to get used to losing again!
little older, so sadly for Michelle, she'll have to get used to losing again!
July 2015
Our first article for Nursery World Magazine is available now!
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Check out the first article in a series on language and communication written by Caroline and Michelle for Nursery World Magazine. The article, Up to speed?, focuses on how a "language-rich" environment, both at home and in the nursery, is vital if a child is to progress easily through the many stages of early speech development. If you'd like to read the full article, then click here! |
June 2015
Webinar-filming for Pearson Assessment and the
Royal College of Speech and Language Therapists
Royal College of Speech and Language Therapists
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People often wonder exactly what goes on when we run child language studies here in our lab. Well, wonder no more! This month, Pearson Assessment and the Royal College of Speech and Language Therapists asked us to film some short videos showing the different types of studies that we use to learn about children's language development. As researchers, we use a variety of methods to look at how children's knowledge about language changes as they get older. Often, we use "describing games" because they can help us to learn the types of things that children say. 
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For example, young children tend to over-apply certain rules about language, and this leads to errors in their speech. A prime example of this is when they want to talk about events that have happened in the past. You may have heard a young child say such things as "I drawed" instead of "I drew", and "he runned" instead of "he ran". This is because they know a general rule about adding "-ed" to the end of regular verbs (like cook and wash), and mistakenly add -ed to irregular verbs that don't actually take this ending! Games that involve children having to describe "what happened yesterday" can help us to understand when and how children learn to stop making these kinds of errors. |
May 2015
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Would you like to find out how children learn to talk?
If so, you can sign-up to a five-week classroom-based course at the University of Liverpool beginning 13th October 2015. The course will explore how children learn language: how they pronounce words, how their vocabulary develops, and how they learn grammar. If you're curious about linguistics or developmental psychology, and/or are a parent, then this course could be just for you! It will also also appeal to those working in education and with young children, and may count towards CPD. More information about how to sign-up will be available here soon! |
May 2015
The British-style Acorns Nursery (fondly referred to by
staff simply as "Acorns") was set up 10 years ago by Romanian-born Valentina Secară (second from right in the picture above this text). After struggling to find a nursery for her son that offered the educational principles of the British curriculum, Valentina decided to set up her own! 
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British-style Acorns Nursery Conference, Bucharest
Thursday 7th and Friday 8th May 2015 In May, Michelle flew over to Bucharest in Romania
to speak at the British-style Acorns Nursery Conference. Along with early years adviser Dr Cathy Hamer, and parent support adviser for North Craven children's centre (North Yorkshire) Gill Osmond, she spoke to Romanian early years professionals about the importance of talking to your baby. The conference was attended by early years professionals from nurseries all over Romania, all with one aim: to learn more about how best to support the language and communication skills of the children in their care. 
Now with 80 children registered, Acorns is considered one
of the best private nurseries in Romania. Children are taught exclusively in English, and are taught based on the requirements of the UK's Early Years Foundation Stage. You can find out more about Acorns here. |
April 2015
Wirral Tea and Cake morning, Neston Community Youth Centre
Monday 27th April 2015
Monday 27th April 2015
Our Wirral Tea and Cake morning on Monday 27th April was a fantastic opportunity for some of our families to get to know
each other, and for them to meet the whole Language 0-5 team.
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All of the families in the Language 0-5 Project are contributing so much of their time to help us to answer our questions
about children's language development - we are so grateful to all of you. We hope that everyone was able to share with others
their experience of being involved in the project and, of course, that you all enjoyed the cake!
The next Tea and Cake morning will be held in South Liverpool on Monday 18th May - we can't wait!
January 2015
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Catch us at the UK Baby and Toddler Show in February!
When: Saturday 14th and Sunday 15th February 2015 Where: Echo Arena, Liverpool Time: 10am - 4pm We'll be at the UK Baby and Toddler Show in February where we'll be talking all about our research, and how to sign up for more information. Tickets to the show are just £7.50, so if you haven't got yours yet, click here to grab some while you still can! |
December 2014
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Season's greetings to all of our Language 0-5 families!
It's that time of year again, and we really can't believe how quickly it has come around! But, even more astonishing, is how keen you all were to be a part of the Language 0-5 Project. We are so grateful for all of the interest that we received. So, here at Language 0-5 HQ, we've been busily preparing for the first visits to our families. We've had lots of fun getting to know our 0-5 babies, and are very excited to follow them on their language adventure! |
October 2014
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Catch us at the NCT Nearly New Sale!
When: Saturday 4th October 2014 Where: Old Christ Church, Waterloo Road, Waterloo, Liverpool, L22 1RE Time: 11am - 1pm NCT Nearly New Sales are a great place to find good quality babies' and children's clothes at a bargain price, and this Saturday, we'll be there too! We'll be talking all about the Language 0-5 Project and how you can be involved. Did you know that we still need families to take part? Why not pop along this weekend; you'll find us in the café! |
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Professor Caroline Rowland, team Lead on the Language 0-5 Project, talks at the Talk
to Your Baby Conference 2014, National Literacy Trust When: Monday 6th October 2014 Where: The Galleon Suite at The Royal National Hotel, 38-51 Bedford Way, London, WC1H 0DG Time: 9.30am - 4pm How children’s brains learn language: What we know (and what we don’t know) about language development in the pre-school years" Why do children learn so much more effectively from some early language activities than others? In order to answer this question, we need to know about uptake (which bits of language do children take in and analyse). And for this, we need to know how the brain’s language learning mechanisms work. In this talk, Professor Rowland will discuss some of the latest research on how different cognitive mechanisms within children’s brains work together to learn sounds, words and grammar from the input that they hear. She will discuss how the new ESRC Centre for Language and Communicative Development (LuCiD) proposes to tackle some of the most important unanswered questions. |
July 2014
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Michelle Peter, researcher on the Language 0-5 Project, discusses why talking to your
baby early on could help them do better at school You might be surprised to learn that it's not just the amount of language that children hear during their early years that is linked to their language skills later on; the type of language that they hear matters too! Find out more in this article published via The Conversation. |
March 2014
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Read about how the Language 0-5 Project will study how babies and young children
learn to talk and communicate effectively Experts from the Universities of Liverpool, Manchester, and Lancaster have been awarded £9m to improve understanding of how babies and young children learn to talk and communicate with others. You can read more here about how this funding will support the ESRC International Centre for Language and Communicative Development (LuCiD). |
