Intonation and numbers: it all counts!

Speech usually comes to mind when we think of rhythm and intonation. When we talk to babies and young children, we use sing-song voices to emphasise words and make everything said seem like the most fascinating thing ever heard. But, did you know we use just as much intonation when we say numbers? 

Think about using numbers with your toddler; do you elongate the sounds, ooooonnnnnnne, twwwwooooooooo, threeeeeeeeeeee?  

Saying numbers in this way helps toddlers to remember the pattern in the words they hear. The number words sound quite songlike, making them easier to hear.  

We often also place emphasis on the final number when we count. So, if you are counting three teddies, the number three is pronounced with much more gusto, signifying to your toddler that three is the final number.   

Studies have been carried out into numbers and intonation and many have found that there is a correlation between low numbers and low pitch and higher numbers and a higher pitch.[1] 

You may hear this when you listen to your toddler because we naturally start in a lower pitch with number one and end up getting higher as we count up to number 10. 

There may even be times when you are having fun and may count very quickly. When you hear your toddler copying that speech, they say a whole load of words and sounds very quickly, and in their minds, they are counting... just like you. Often, your toddler’s voice will get higher as they say their words, with a fit of giggles to signal the end of the counting. 

All of this fun and play with numbers is great for their understanding 

Now that your toddler is using number names, they are starting their journey to learn essential skills like the meanings of numbers and how numbers relate to objects. This will open the door for more advanced skills as they grow and develop.[2] 

References: 

[1] Fischer, M.H., Riello, M., Giordano, B.L. and Rusconi, E. (2013), Singing Numbers… in Cognitive Space — A Dual-Task Study of the Link Between Pitch, Space, and Numbers. Top Cogn Sci, 5: 354-366. https://doi.org/10.1111/tops.12017 

[2] Bobis, J. (2008). Early spatial thinking and the development of Number Sense. Australian Primary Mathematics Classroom. 13. 4-9.