what they already do in literacy and numeracy; think about their interactions around literacy and numeracy; and systematically plan for improvement in literacy and numeracy. The project has already produced a paper which synthesises the international research literature and provides a discussion of recent theoretical developments in understanding young children's concept formation. This material and other supporting information on literacy and numeracy will be published on a CD for easy storage, for sharing at professional learning sessions, and for supporting professionals who wish to make their own cards and/or disseminate this information in newsletters. It is the intention that the resources will develop concept formation within a context in which families and other carers know: what they do matters; what they do is powerful; and what they do is rich with meaning for the child. {mosimage} {mosimage} Why now? Governments around the world are concerned about the level of literacy and numeracy of young children, particularly those from the hardest to reach families.Early childhood professionals have traditionally concentrated their literacy and numeracy efforts on programming for children's spoken development and focused on the development of number concept. For instance, we often plan to help children learn number concept by doing number rhymes with toddlers. We may plan to develop literacy through talking to infants while changing their nappies. However, more recent research indicates that early understandings of literacy and numeracy are best supported when early childhood professionals: ave a deeper knowledge of literacy and numeracy; deliberately plan for activities which