Just as children pick up vocabulary from the conversations around them, they pick up early maths ideas from how adults talk. Counting the steps, comparing two piles, or noticing that a sock is missing are all small moments of maths.
What the research suggests
In one study that recorded families at home, the amount of number talk parents used with children aged 14 to 30 months varied enormously, and more number talk was associated with better understanding of number words at nearly four years old.
A follow-up analysis found that some talk mattered more than other talk: counting or labelling sets of objects the child could see, particularly larger sets of four to ten, was most strongly linked to later understanding of “how many”.
These studies show associations, not proof of cause, but the practical message is gentle and low-cost.
Easy kinds of maths talk
- Counting and labelling: “Look, five ducks. One, two, three, four, five.”
- Comparing: “Who has more? Which is heavier? Which is longer?”
- Changing amounts: “We had six biscuits, now there are four.”
- Position and shape: “The ball rolled under the round table.”
- Time and order: “First shoes, then coat, last hat.”
Fitting it into a normal day
Mealtimes, shopping, bath time and getting dressed are all full of numbers and comparisons.
Board games with a numbered track are another natural source; in one experiment, preschoolers from low-income families who played a simple linear number board game for four 15-minute sessions caught up with better-off peers in estimating where numbers fall on a number line.
Tone matters as much as words
Keep it conversational, not a quiz. Wonder aloud (“I wonder how many stairs there are”) and invite your child in. If you feel less confident with maths yourself, that’s fine: everyday maths talk needs no expertise, just noticing.