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Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.