Sustained shared thinking (SST) is a pedagogical practice that has gained significant attention in early years education. It involves educators and children working together to solve problems, clarify concepts, evaluate activities, and extend narratives.
SST emphasises deep intellectual engagement, where both parties contribute to the thinking process and develop a shared understanding.
This article explores the definition, research, examples, benefits, and implementation of sustained shared thinking in early years settings.
Defining Sustained Shared Thinking
Sustained shared thinking is defined as “an episode in which two or more individuals ‘work together’ in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative etc. Both parties must contribute to the thinking and it must develop and extend”.
In simpler terms, it involves adults and children engaging in meaningful conversations and activities that encourage deep thinking and exploration.
These interactions require active listening, thoughtful questioning, and a genuine interest in the child’s ideas and perspectives .
It is important to note that SST is not limited to adult-child interactions; it can also occur between children, where they learn from each other and build on their shared understanding .
SST goes beyond simple question-and-answer sessions. It involves creating an environment where children feel comfortable expressing their thoughts and ideas without fear of judgment.
Educators play a crucial role in facilitating SST by providing open-ended questions, prompts, and challenges that encourage children to think critically and creatively .
Research on Sustained Shared Thinking
Research has consistently highlighted the importance of sustained shared thinking in early years education. The Effective Provision of Pre-School Education (EPPE) project, a large-scale study in the UK, found that SST was a key feature of high-quality preschool settings.
The study indicated that children who experienced frequent SST interactions showed better intellectual and social development as they progressed through primary school .
Similarly, the Researching Effective Pedagogy in the Early Years (REPEY) project identified SST as a key pedagogical feature of high-quality early childhood settings associated with positive outcomes for children.
The REPEY project built upon the EPPE study by conducting intensive case studies of settings where children demonstrated positive learning outcomes. These case studies further confirmed the importance of SST in promoting children’s cognitive and social-emotional development.
These research findings suggest that SST is a valuable pedagogical approach that can significantly impact children’s learning and development.
Examples of Sustained Shared Thinking
Sustained shared thinking can occur in various contexts within early years settings. Here are a few examples:
- Playing peek-a-boo with a baby: Even simple interactions like peek-a-boo can involve SST. When a baby anticipates the adult’s face appearing, they are engaging in a shared understanding and demonstrating early forms of problem-solving.
- Exploring shadows in the playground: When a child shows interest in shadows, an educator can engage in SST by asking open-ended questions like, “What do you think makes the shadow move?” This encourages the child to observe, analyse, and form hypotheses .
- Building a den: While building a den with a child, an educator can ask, “How can we make this side more stable?” This prompts the child to think critically about structure, balance, and problem-solving.
- Sharing food between toys: Presenting a scenario where a child needs to share food between a group of toys can encourage problem-solving and mathematical thinking.
- Discussing a storybook: During shared book reading, educators can engage in SST by asking questions like, “What do you think will happen next?” or “Why do you think the character did that?” This encourages children to think critically about the narrative, characters, and their motivations.
These examples illustrate how SST can be integrated into everyday interactions and activities in early years settings.
Benefits of Sustained Shared Thinking
Sustained shared thinking offers numerous benefits for children’s development and learning:
- Cognitive Development: SST promotes critical thinking, problem-solving, and reasoning abilities. It encourages children to analyze, evaluate, and synthesise information. It also helps children develop their curiosity and encourages them to “find out more” independently .
- Language Development: SST provides rich opportunities for language development. Through conversations and discussions, children expand their vocabulary, improve their communication skills, and learn to express their ideas effectively.
- Social-Emotional Development: SST helps children develop social skills, such as empathy, perspective-taking, and cooperation. It also fosters emotional well-being by creating a safe and supportive environment for sharing ideas and emotions.
- Creativity and Imagination: SST encourages children to think creatively and use their imagination. It provides opportunities for exploration, experimentation, and innovation.
- Metacognition: SST promotes metacognitive skills, which involve thinking about thinking. Children become more aware of their own thought processes, learn to plan and reflect on their learning, and develop self-regulation strategies.
- Deep-Level Learning: SST facilitates deep-level learning, where children move beyond simply memorising facts and develop a deeper understanding of concepts and their connections.
- Inclusive Practice: SST is particularly beneficial for children with special educational needs and disabilities (SEND) or those learning English as an additional language (EAL). It provides a supportive framework for these children to engage in meaningful interactions, develop their language skills, and participate actively in the learning process.
Overall, sustained shared thinking provides a strong foundation for children’s holistic development and lifelong learning.
Implementing Sustained Shared Thinking
To effectively implement sustained shared thinking in early years settings, educators can adopt the following strategies:
Creating a Supportive Environment:
- Active Listening: Pay close attention to what children are saying and doing. Observe their body language and nonverbal cues. Show genuine interest in their ideas and thoughts.
- Creating a Safe Environment: Ensure that children feel comfortable expressing their thoughts and ideas without fear of judgment. Encourage risk-taking and value their contributions.
- Providing a Rich Learning Environment: Create a stimulating environment with a variety of materials and resources that provoke curiosity and encourage exploration.
Facilitating Interactions:
- Positive Questioning: Ask open-ended questions that encourage children to think deeply and elaborate on their ideas. Avoid overwhelming them with information or interrogation.
- Building on Children’s Interests: Start conversations and activities based on children’s interests and passions. This will increase their engagement and motivation.
- Using Non-Verbal SST: Engage in shared activities like drawing, building, or exploring nature. These activities can provide opportunities for non-verbal communication and shared thinking.
Extending and Deepening Thinking:
- Modeling Thinking Processes: Think aloud and share your own thought processes with children. This helps them understand how to approach problems and make decisions.
- Providing Wait Time: Allow children ample time to respond to questions and formulate their thoughts. Avoid rushing them or providing immediate answers.
- Sharing Experiences: Offer your own experiences and thoughts related to the topic of conversation. This encourages a reciprocal exchange of ideas and perspectives .
Documenting and Reflecting:
- Making Thinking Visible: Encourage children to express their ideas in various ways, such as through drawing, writing, or building. Document these expressions to make their thinking visible and provide opportunities for reflection .
Connecting with Home and Culture:
- Linking with Home Experiences: Connect children’s learning with their home experiences and cultural backgrounds. This helps to create a more meaningful and relevant learning experience .
Strategies from the High/Scope Program:
The High/Scope program, known for its child-centered approach, utilizes specific strategies to support sustained shared conversations. These strategies include:
- Repeating and using children’s words to reinforce their language development.
- Actively introducing new and interesting vocabulary.
- Limiting direct questioning to avoid making children feel like they are being quizzed.
- Encouraging children to describe their efforts, ideas, and creations.
By incorporating these strategies, educators can create a learning environment that fosters sustained shared thinking and supports children’s intellectual and social-emotional growth.
| Benefit Category | Description | Example |
|---|---|---|
| Cognitive Development | Promotes critical thinking, problem-solving, and reasoning abilities. | A child figures out how to build a stable tower by experimenting with different block shapes and sizes. |
| Language Development | Enhances communication skills and vocabulary. | A child learns new words and phrases while discussing a story with an educator. |
| Social-Emotional Development | Fosters empathy, perspective-taking, and cooperation. | Children work together to build a bridge, negotiating roles and sharing ideas. |
| Creativity and Imagination | Encourages creative thinking and problem-solving. | A child uses blocks and other materials to create an imaginary world. |
| Metacognition | Promotes awareness of thought processes and self-regulation. | A child reflects on their learning process and identifies strategies that helped them solve a problem. |
Conclusion
Sustained shared thinking is a valuable pedagogical approach that can significantly enhance children’s learning and development in early years settings.
By engaging in meaningful conversations, asking open-ended questions, and creating a supportive environment, educators can foster critical thinking, problem-solving, language development, and social-emotional growth.
Research has consistently shown the positive impact of SST on children’s learning outcomes and long-term development.
Implementing SST requires educators to be attentive listeners, skilled questioners, and facilitators of children’s thinking.
By embracing SST, early years educators can create a rich and engaging learning environment that empowers children to become confident, curious, and capable learners.
This approach aligns with the broader goals of early years education, which include promoting holistic development, preparing children for future learning, and fostering a love for learning.
Ultimately, sustained shared thinking plays a crucial role in nurturing children’s intellectual curiosity and laying the foundation for lifelong learning.
