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Kathy Brodie: Free CPD for Early Years Professionals

Kathy Brodie is an author, Early Years Professional and Trainer specialising in online training and courses. She is the founder and host of the Early Years Summit and Early Years TV, weekly Professional Development for Early Years practitioners and educators.


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Sustained Shared Thinking: A Practical and Comprehensive Guide for Early Years Practitioners

Posted on July 26, 2024.

In the world of early years education, Sustained Shared Thinking (SST) has emerged as a powerful tool for fostering children’s learning and development. But what exactly is SST, and how can it be effectively implemented in nursery settings?

SST is an educational technique that involves adults and children working together to explore ideas, solve problems, and clarify concepts. It goes beyond simple question-and-answer interactions, encouraging deeper, more meaningful exchanges that extend children’s thinking.

At its core, SST requires active listening and thoughtful, open-ended questioning from practitioners. These skills create an environment where children feel valued and encouraged to express their ideas freely.

The benefits of SST are significant. Research shows that children who experience high-quality SST often demonstrate:

  • Improved cognitive abilities
  • Enhanced language skills
  • Better social and emotional development

SST can occur in various contexts throughout the day, from planned educational activities to spontaneous moments of curiosity. It’s a flexible approach that can be adapted to suit different learning styles and abilities, including children with special educational needs.

Implementing SST effectively requires a supportive environment, skilled practitioners, and thoughtful time management. This guide aims to provide early years professionals with the knowledge and tools needed to incorporate SST into their daily practice.

We’ll explore practical strategies for using SST, discuss how to overcome common challenges, and look at ways to measure its impact. We’ll also examine how to engage parents in SST, extending its benefits beyond the nursery setting.

Whether you’re new to SST or looking to enhance your existing practice, this guide offers valuable insights and practical advice to help you unlock the full potential of Sustained Shared Thinking in your early years setting.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

What is Sustained Shared Thinking?

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” (Siraj-Blatchford et al., 2002).

In practice, these are those beautiful, extended conversations you have with children where you’re both absorbed in the discussion or joint problem-solving. There’s a flow of information from both sides, and you’re using various ways to extend children’s learning and thinking.

For pre-verbal children, the ‘discussion’ may not be in words, but you can observe what fascinates them and how they approach problem-solving. You can then extend their thinking through physical interactions during play.

Why is it so powerful?

SST is a powerful technique because:

  • It involves a two-way conversation, with both parties learning
  • Children are at the centre, with you following their lead
  • It improves children’s metacognition (thinking about thinking)
  • It’s free – no special equipment needed

How can we achieve successful Sustained Shared Thinking?

Successful SST is built on two key skills:

  1. Active Listening: Being in the moment with children, encouraging discussions and allowing thinking to develop at the children’s pace.
  2. Positive Questioning: Sustaining discussions without taking over or overwhelming children with information or interrogation.

For example, when a child is intrigued by shadows in the playground, instead of explaining the science straightaway, you might ask, “What do you think makes the shadow move?” or a fascination with clouds may prompt the comment from the practitioner “I wonder what clouds are made of?”. This type of interaction encourages the child to share their ideas and theories, without the pressure of the feeling that there is a wrong or right answer.

When and Where are good times for Sustained Shared Thinking?

SST can happen throughout the day, but it’s particularly effective when:

  • Children are relaxed and interested in their play
  • There are minimal interruptions or distractions

Quiet areas like book corners, outdoor spaces or circle times can be ideal, but don’t discount those spontaneous moments of discovery and excitement.

Who can be involved with Sustained Shared Thinking?

All practitioners can initiate and encourage SST. You just need:

  • Motivation to spot opportunities
  • Skills in active listening and positive questioning
  • Understanding the importance of SST

SST can also be very successful between children, especially in mixed-age groups. And don’t forget to encourage parents to extend conversations and problem-solve out loud with their children at home.

In the following sections, we’ll delve deeper into practical strategies for implementing SST, overcoming common challenges, and measuring its impact. Sustained Shared Thinking is such a powerful technique for supporting children that it would be a real shame not to use it. Yes, it requires some work and skill-honing, but being able to share ideas and thoughts with children is such a privilege and joy that it hardly seems like work!

Understanding Sustained Shared Thinking

Now that we’ve introduced the concept, let’s dive a bit deeper into what Sustained Shared Thinking really means in practice.

Key Components of SST

Sustained Shared Thinking isn’t just about having a chat with children. It’s a deliberate approach that involves several key elements:

  1. Joint attention: Both you and the child are focused on the same thing, whether it’s an object, an idea, a concept or a problem.
  2. Two-way communication: It’s not just you talking at the child, but a genuine back-and-forth exchange of ideas.
  3. Extending thinking: You’re helping to stretch the child’s understanding, not just confirming what they already know (and often stretching your own thinking!).
  4. Sustained interaction: These aren’t quick, fleeting moments, but extended periods of engagement.

Theoretical Underpinnings

SST isn’t just a nice idea – it’s grounded in solid educational theory. It draws heavily on Vygotsky’s concept of the Zone of Proximal Development (ZPD). This theory suggests that children can achieve more when they have the support of a more knowledgeable other (that’s you!) than they can on their own (Vygotsky, 1978).

Think of it like this: If a child is building a tower with blocks, their ZPD might be the point where they can build it a bit higher or more stable with your guidance. You’re not building it for them but offering just enough support to help them reach that next level.

SST in Action

Let’s look at an example to bring this to life:

Imagine you’re in the garden with 4-year-old Zara. She’s looking intently at a snail, watching its slow progress across a leaf.

You: “What do you notice about how the snail is moving?” Zara: “It’s really slow and leaving a shiny trail.” You: “That’s interesting! Why do you think it might be leaving that trail?” Zara: “Maybe… maybe it’s like painting a path?” You: “That’s a creative idea! The trail is actually something called mucus. It helps the snail move more easily. Can you think of anything else that might need help to move smoothly?”

This conversation demonstrates joint attention (on the snail), two-way communication, and how you’re gently extending Zara’s thinking beyond her initial observation.

Beyond Words

Remember, SST isn’t just about verbal communication. For younger children or those with language challenges, it might involve:

  • Mirroring actions during play
  • Using gestures and facial expressions
  • Providing materials that extend their exploration
  • Using a visual clues or objects of reference

The key is that you’re tuned into the child’s interests and helping to develop their understanding in a collaborative way.

By truly grasping these core elements of SST, you’ll be better equipped to spot opportunities for these rich interactions throughout your day.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

The Benefits of Sustained Shared Thinking

Now that we’ve got a good grasp of what Sustained Shared Thinking is, let’s explore why it’s so beneficial for children’s development. The impact of SST is far-reaching, touching on several key areas of early learning.

Cognitive Development

SST is a powerhouse for boosting children’s thinking skills. When we engage in these extended, thoughtful interactions, we’re helping children to:

  • Develop problem-solving skills: By working through ideas together, children learn to approach challenges systematically and have a framework to use in other circumstances.
  • Enhance critical thinking: SST encourages children to question, analyse and evaluate ideas.
  • Improve memory: The deep engagement involved in SST helps to cement new concepts in children’s minds.

For instance, when you’re building a den with 5-year-old Tom and ask, “How can we make this side more stable?”, you’re prompting him to think critically about structure and balance.

Language Skills

It’s probably no surprise that SST is brilliant for language development. These rich conversations provide:

  • Vocabulary expansion: Children are exposed to new words in meaningful contexts.
  • Practice in expressing ideas: SST gives children plenty of opportunities to articulate their thoughts.
  • Improved listening skills: Children learn to pay attention to and build upon others’ ideas.

Imagine you’re exploring autumn leaves with 3-year-old Ava. As you discuss the colours and textures, you might introduce words like “crunchy”, “veins”, or “decay”, all within a context that’s meaningful to her.

Social and Emotional Growth

SST isn’t just about academic skills – it plays a crucial role in children’s social and emotional development too:

  • Building confidence: Children feel valued when their ideas are taken seriously and they are listened to.
  • Developing empathy: Through discussions, children learn to consider different perspectives, laying the foundations for Theory of Mind.
  • Strengthening relationships: The one-on-one attention involved in SST helps to build strong bonds.

When 4-year-old Zain is upset about sharing a toy, engaging him in a conversation about feelings and fairness is SST in action, supporting his emotional development.

Metacognition and Self-regulation

Perhaps one of the most powerful benefits of SST is its impact on metacognition – thinking about thinking:

  • Awareness of thought processes: Children become more conscious of how they – and you – arrive at ideas.
  • Planning and reflection: SST encourages children to think ahead and look back on their learning.
  • Self-regulation: As children engage in extended thinking, they practice focusing and controlling their attention.

For example, when you ask 5-year-old Maya, “How did you figure out how to balance those blocks?”, you’re prompting her to reflect on her own thinking process and to then verbalise it.

Long-term Impact

Research has shown that children who experience high-quality SST in early years settings tend to have better outcomes later in life. The EPPE project found that SST was a key feature of more effective pre-school settings, associated with better intellectual and social development in children (Sylva et al., 2004).

By incorporating SST into our daily practice, we’re not just supporting children’s immediate development – we’re laying the groundwork for lifelong learning and success.

In our next section, we’ll look at how to spot and create opportunities for these valuable SST moments in your setting.

Remember, every conversation is a chance to make a lasting impact!

Identifying Opportunities for Sustained Shared Thinking

Now that we understand the immense benefits of Sustained Shared Thinking, let’s explore how to spot and create these golden moments in our daily practice.

Recognising Child-initiated Cues

Often, the best SST opportunities arise from the children themselves. Keep an eye out for:

  • Curiosity: When a child shows particular interest in something, it’s a perfect opening for SST. For some children this may be questions, but for others you will need to look out for more subtle clues such as gazing or repeat returning back to an activity.
  • Questions: Children’s questions, even seemingly simple ones, can be springboards for deeper discussions.
  • Problem-solving attempts: When you see a child trying to figure something out, it’s an invitation to engage in a suitable way.

For instance, when 4-year-old Lily is puzzling over why her plant isn’t growing as fast as her friend’s, that’s your cue to start a conversation about what plants need to thrive.

Creating an Environment Conducive to SST

While we can’t force SST to happen, we can certainly create conditions that make it more likely:

  • Rich, open-ended resources: Materials like blocks, loose parts, or art supplies often spark interesting questions and ideas.
  • Cosy, quiet spaces: Having areas where you can engage in one-to-one or small group conversations without interruption is crucial.
  • Outdoor exploration: Nature is full of wonders and environmental provocations that can prompt deep thinking and discussion.

Consider setting up a ‘wondering wall’ where children can post questions or interesting objects they’ve found. This can be a great starting point for SST conversations.

Balancing Planned and Spontaneous SST Moments

While many SST interactions will happen spontaneously, it’s also worth planning for them:

  • During routines: Even everyday activities like snack time can be opportunities for SST. “I wonder why some fruits float in water and others don’t?”
  • In planned activities: When setting up activities, think about the questions or problems they might provoke.
  • Story times: Books are fantastic SST prompts. “What do you think might happen next? Who do you think…?”

Remember, though, to stay flexible. Sometimes the most valuable SST moments come from unexpected directions!

Recognising SST Opportunities with Different Age Groups

SST looks different at different ages:

  • Babies and toddlers: SST might involve mirroring actions, responding to coos and babbles, or exploring textures together.
  • 2-3 year olds: Use lots of ‘I wonder…’ and ‘how’ questions. “How do you think we could make this tower taller?”
  • 4-5 year olds: Encourage prediction and hypothesis. “What do you think would happen if we mixed these two colours?”

For example, when 18-month-old Zack is fascinated by a pinecone, you might explore it together, talking about how it feels and watching how it rolls.

Overcoming Barriers to SST

Sometimes, despite our best intentions, SST can be challenging. Common barriers include:

  • Time pressures: It can be hard to find time for extended conversations in a busy setting.
  • Large group sizes: It’s trickier to engage in deep discussions with many children at once (although not impossible).
  • Lack of confidence: Some practitioners might feel unsure about extending children’s thinking or feel they should always be the ‘knowledgeable other’ and have all the answers.

We’ll address strategies for overcoming these challenges in a later section. For now, remember that even short SST interactions can be valuable. It’s about quality, not just quantity.

In our next section, we’ll delve into specific strategies for making the most of these SST opportunities. With practice, you’ll find yourself naturally weaving SST into your daily interactions with children, creating a richer, more stimulating learning environment for all.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

Strategies for Effective Sustained Shared Thinking

Now that we’ve identified opportunities for Sustained Shared Thinking, let’s explore some practical strategies to make these interactions as effective as possible.

Active Listening Techniques

Active listening is at the heart of SST. It’s about truly hearing what children are saying, showing them that their ideas matter and giving them agency to take charge of their own learning.

  • Give full attention: Turn towards the child, make appropriate eye contact (keeping in mind cultural appropriateness and the child’s preference), and show you’re listening through your body language.
  • Use encouragers: Nod, smile, and use small verbal cues like “mm-hmm” to show you’re engaged, but don’t interrupt.
  • Reflect back: Summarise what the child has said to check your understanding. “So, you think the ice melted because it was near the radiator?”

Remember, active listening isn’t just about ears – it’s about eyes, body, and mind too.

Open-ended Questioning

The right questions can open up a world of thinking. Here are some types to try:

  • Possibility thinking: “What might happen if…?”
  • Reasoning: “Why do you think…?”
  • Evaluation: “How could we make this better?”
  • Problem-solving: “What could we try to fix this?”

For instance, when 4-year-old Amir builds a bridge with blocks, instead of saying “That’s nice”, you might ask, “How did you decide where to put the supports?”

Scaffolding Children’s Ideas

Scaffolding is about providing just enough support to help children reach the next level of understanding.

  • Extend vocabulary: Introduce new words in context. “Yes, the caterpillar is wriggling. It’s undulating its body to move along.”
  • Model thinking: Share your own thought processes. “I’m wondering if we could use something sticky to join these pieces together.”
  • Offer gentle challenges: Push thinking a bit further. “You’ve sorted these by colour. How else could we group them?”

Using the SSTEW Scale

The Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale is a useful tool for reflecting on and improving SST practice. It includes indicators such as:

  • Supporting children’s concept development
  • Encouraging children to talk with others
  • Supporting children’s curiosity and problem solving

Although you may need specialist training to use the SSTEW scale effectively, you should consider using it to assess and develop your SST practice.

Embracing ‘Wait Time’

Sometimes, the most powerful thing we can do is… nothing. Giving children time to think is crucial.

  • Give a 10 second pause: After asking a question, silently count to ten slowly before speaking again. This allows children to understand, formulate a response and speak.
  • Resist the urge to fill silence: It’s okay if there are pauses in the conversation.
  • Watch for non-verbal cues: Children might be thinking deeply even if they’re not speaking.

For example, when you ask 3-year-old Sasha what she thinks might be inside a seed, give her time to ponder before offering your own ideas.

Using Visual Aids and Props

Sometimes, concrete objects can help to spark and support thinking.

  • Real objects: Having the actual item you’re discussing can lead to rich observations.
  • Photos and pictures: These can be great for comparing and contrasting for older children.
  • Drawing and mark-making: Encourage children to depict their ideas as you discuss them.

When exploring the concept of ‘floating and sinking’ with 5-year-old Leo, having a tub of water and various objects to test can lead to deeper engagement and understanding.

Remember, the goal of these strategies is not to lead the child to a predetermined answer, but to genuinely explore ideas together. In our next section, we’ll look at how to overcome some common challenges in implementing SST. With these strategies in your toolkit, you’re well on your way to fostering rich, thought-provoking interactions with the children in your care.

Overcoming Challenges in Implementing SST

While Sustained Shared Thinking offers tremendous benefits, it’s not without its challenges. Let’s explore some common hurdles and practical ways to overcome them.

Time Constraints

In busy settings, finding time for extended conversations can be tricky – this is usually the biggest and most often cited challenge, whatever type of setting you may be in, from childminder to day nursery to school.

Strategies to try:

  • Maximise routine moments: Use daily activities like nappy changing or snack time for one-to-one interactions.
  • Create ‘SST pockets’: Designate short periods throughout the day specifically for SST.
  • Delegate tasks: Work with colleagues to free up time for quality interactions.

Remember, even brief SST moments can be valuable. It’s about making the most of the time you have.

Large Group Settings

It can be challenging to engage in deep thinking with many children at once.

Approaches to consider:

  • Small group activities: Rotate children through small groups to allow for more focused interactions.
  • Use open-ended questions: Pose questions that multiple children can respond to in different ways.
  • Encourage peer discussions: Prompt children to share and build on each other’s ideas.

For instance, during circle time, you might ask, “What do you think makes a good friend?” This allows multiple children to contribute their thoughts.

Varying Developmental Levels

In mixed-age settings, meeting the needs of children at different stages can be complex.

Try these techniques:

  • Differentiate questions: Tailor your questions to suit different abilities.
  • Use peer scaffolding: Encourage more experienced children to support others.
  • Provide varied resources: Offer materials that can be explored at different levels, such as loose parts.

When discussing shapes, you might ask a 3-year-old to find circles in the room, while prompting a 5-year-old to describe the properties of a circle.

Engaging Reluctant or Shy Children

Some children may be hesitant to engage in extended conversations.

Strategies to encourage participation:

  • Start with interests: Begin conversations around topics the child is passionate about.
  • Use non-verbal SST: Engage through shared activities like drawing or building.
  • Create a safe environment: Ensure children feel their ideas are valued, no matter what.

For a quiet child who loves animals, you might begin by simply observing and commenting on the class pet together, gradually drawing out their thoughts.

Maintaining Adult-Child Ratios

Engaging in SST while maintaining oversight of the whole group can be challenging.

Consider these approaches:

  • Team up: Work with colleagues to allow for one-to-one or small group interactions.
  • Use observation areas: Create spaces where children can be seen while you interact with a small group.
  • Incorporate SST into whole group activities: Use storytelling or group projects as SST opportunities.

Lack of Confidence or Knowledge

Some practitioners may feel unsure about extending children’s thinking, especially in areas they’re less familiar with.

Ways to build confidence:

  • Embrace not knowing: It’s okay to learn alongside children. “I’m not sure why that happens. Shall we find out together?”
  • Use open-ended resources: Materials like blocks or natural objects can lead to discussions in various directions.
  • Seek professional development: Look for training opportunities to enhance your SST skills.

Remember, SST isn’t about having all the answers, but about exploring ideas together.

Cultural and Language Differences

In diverse settings, language barriers or cultural differences can impact SST.

Strategies to try:

  • Use visual aids: Pictures, objects, and gestures can support communication.
  • Learn key words: Familiarise yourself with important words in children’s home languages.
  • Celebrate diversity: Use cultural differences as opportunities for rich discussions.

By addressing these challenges head-on, we can create more opportunities for meaningful SST interactions. In our next section, we’ll explore how to integrate SST across different areas of the Early Years curriculum, ensuring a holistic approach to this powerful teaching strategy.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

Integrating SST Across the Early Years Curriculum

Sustained Shared Thinking isn’t just for specific ‘thinking time’ – it can and should be woven throughout all areas of the early years curriculum. Let’s explore how to integrate SST into various learning domains.

Literacy and Numeracy

These core areas offer abundant opportunities for SST:

Literacy:

  • During storytime, ask open-ended questions: “What do you think the character will do next?”
  • When mark-making, discuss the shapes and patterns: “What does this line remind you of?”

Numeracy:

  • While counting objects, explore concepts: “We have more big cars than little cars. How can we make them the same?”
  • When measuring ingredients for cooking, prompt predictions: “What do you think will happen if we add more flour?”

Remember, it’s not about getting the ‘right’ answer, but about encouraging children to think deeply and express their ideas.

Science and Exploration

The natural world is a treasure trove for SST:

  • During nature walks, encourage observation: “What changes do you notice in the trees since last week?”
  • When experimenting, prompt predictions: “What do you think will happen if we add these petals to the bowl?”
  • Notice what is happening everywhere: “What different shapes can you see in the clouds today?”

For instance, while planting seeds with 4-year-old Mia, you might ask, “What do you think the seed needs to grow?”

Creative Arts

Art activities are perfect for fostering imaginative thinking:

  • When painting, discuss colour choices: “What made you choose that colour for the sky?”
  • During music time, explore sounds: “How could we make this instrument sound happy/sad/angry?”

Physical Development

Even active play can incorporate SST:

  • When building obstacle courses, involve children in the design: “How could we make this part more exciting?”
  • During ball games, discuss strategies: “What’s the best way to catch a bouncing ball?”

Personal, Social and Emotional Development

SST can greatly support children’s understanding of themselves and others:

  • When resolving conflicts, encourage perspective-taking: “How do you think Jamal felt when you took his toy?”
  • During circle time, explore emotions: “What sorts of things make you feel proud?”

Understanding the World

This broad area offers endless SST possibilities:

  • When using technology, prompt problem-solving: “The computer isn’t working. What could we try?”
  • During cultural celebrations, encourage comparisons: “How is this festival similar to or different from ones you celebrate at home?”

Tips for Cross-Curricular SST

  1. Follow the child’s lead: Be ready to explore whatever captures their interest, regardless of your planned focus.
  2. Make connections: Help children link new ideas to their existing knowledge and experiences.
  3. Use open-ended resources: Materials like blocks, playdough, loose parts, fabrics or natural objects can be used across multiple curriculum areas.
  4. Document thinking: Use mind maps, drawings, photos or videos to record and revisit children’s ideas.
  5. Collaborate with colleagues: Share SST strategies that work well in different curriculum areas or with different children.

Remember, SST isn’t about delivering curriculum content in a prescriptive way. It’s about using every opportunity to engage children in deeper thinking and discussion. By integrating SST across all areas of learning, we create a rich, interconnected educational experience that supports children’s holistic development.

In our next section, we’ll look at how to adapt SST strategies for children with Special Educational Needs and Disabilities (SEND), ensuring that all children can benefit from this powerful approach to learning.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

Supporting SST for Children with Special Educational Needs and Disabilities (SEND)

Sustained Shared Thinking is a powerful tool for all children, including those with Special Educational Needs and Disabilities. However, we may need to adapt our approach to ensure these children can fully engage and benefit. Let’s explore some strategies for supporting SST for children with SEND.

Adapting Strategies for Diverse Needs

Every child is unique, and this is particularly true for children with SEND. Consider these approaches:

  • Individualise your approach: What works for one child may not work for another. Observe closely and adjust your strategies accordingly.
  • Allow extra time: Some children may need longer to process information or formulate responses.
  • Break down concepts: Present ideas in smaller, manageable chunks.

For instance, when exploring the concept of ‘floating and sinking’ with 5-year-old Tom, who has autism, you might focus on one object at a time rather than presenting multiple items at once.

Using Visual Aids and Alternative Communication Methods

Visual supports can be invaluable for many children with SEND:

  • Visual timetables: Help children understand and predict what’s coming next.
  • Picture cards: Use these to represent ideas or choices.
  • Objects of reference: Concrete items can help convey abstract concepts.

For non-verbal children, consider:

  • Sign language: Learn key signs to support communication.
  • Communication boards: These can help children express choices and ideas.
  • Augmented and Alternative Technology (AAT): Explore apps or devices that can aid communication.

Creating a Supportive Environment

The right environment can make a big difference:

  • Reduce sensory overload: Some children may need a quieter, calmer space for SST.
  • Ensure physical accessibility: Make sure all areas are accessible for children with mobility needs.
  • Provide fidget toys: These can help some children focus during conversations.

Focusing on Strengths and Interests

Building on a child’s strengths can boost engagement and confidence:

  • Use special interests: If a child is fascinated by trains, use this as a springboard for SST.
  • Celebrate diverse thinking: Recognise that children with SEND often have unique perspectives to offer.

For example, 6-year-old Ava, who has Down syndrome, loves music. You might use rhythm and song to explore mathematical concepts with her.

Collaborating with Support Staff and Specialists

Working together can enhance SST for SEND children:

  • Share strategies: Discuss what works well with teaching assistants and other staff.
  • Seek expert advice: Consult with speech therapists, occupational therapists, or other specialists for tailored strategies.
  • Involve parents: They can provide valuable insights into their child’s communication style and interests.

Adapting Questions and Language

The way we phrase things can make a big difference:

  • Use concrete language: Some children may struggle with abstract concepts.
  • Offer choices: Instead of open-ended questions, you might ask, “Do you think it will sink or float?”
  • Use visual supports: Accompany questions with pictures or gestures.

Recognising and Valuing Non-verbal SST

Remember, SST doesn’t always involve words:

  • Observe closely: Notice how children engage with materials or respond to experiences.
  • Value all forms of communication: A gesture, facial expression, or action can be just as meaningful as words.

For instance, when 3-year-old Zain, who has limited verbal communication, lines up cars by colour, you’re witnessing his thinking in action. You might extend this by offering a new colour and seeing how he responds.

Patience and Persistence

Supporting SST for children with SEND may require extra patience:

  • Celebrate small steps: Recognise and value all attempts at engagement.
  • Be consistent: Keep offering opportunities for SST, even if the child doesn’t always respond.
  • Reflect and adjust: Regularly review what’s working and be prepared to try new approaches.

Remember, every child has the capacity for deep thinking and learning. By adapting our SST strategies to meet diverse needs, we can ensure all children have the opportunity to engage in rich, meaningful learning experiences.

In our next section, we’ll explore how to develop practitioner skills for SST, helping you and your team become more confident and effective in using this powerful approach.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

Developing Practitioner Skills for SST

Becoming proficient in Sustained Shared Thinking is an ongoing journey and you will have some strategies that are more natural for you than others. Let’s explore some of these strategies to help you and your team enhance your SST skills.

Self-reflection and Evaluation

Regular self-reflection is key to improving your SST practice:

  • Keep a reflective journal: Jot down SST moments, noting what worked well and what you might do differently.
  • Video yourself: With appropriate permissions, record some of your interactions for later analysis.
  • Use a self-evaluation tool: Consider using the SSTEW scale to assess your practice.

For example, you might reflect on a conversation you had with 4-year-old Ava about shadows. Did you ask open-ended questions? Did you give her enough time to respond? Have you returned to the conversation? What further opportunities could you provide in the continuous provision?

Peer Observation and Feedback

Learning from colleagues can be incredibly valuable:

  • Buddy system: Partner with a colleague to observe each other’s SST practice.
  • Team teaching: Work alongside a more experienced practitioner to learn new strategies.
  • Share successes: Discuss effective SST moments in team meetings.

Remember, the goal isn’t to criticise, but to learn and grow together.

Continuous Professional Development

There are many ways to expand your SST knowledge and skills:

  • Attend workshops: Look for training specifically focused on SST or related topics like questioning techniques.
  • Online courses: Consider e-learning options that allow you to study at your own pace.
  • Read widely: Stay up-to-date with current research and practice in early years education.

Practising Active Listening

Active listening is at the heart of SST. Try these exercises to hone your skills:

  • The silent game: Practice listening to a colleague for one minute without interrupting.
  • Paraphrasing practice: After a conversation, try summarising what the other person said.
  • Non-verbal cues: Pay attention to body language and facial expressions during interactions.

Expanding Your Question Repertoire

Develop a bank of open-ended questions to use in different situations:

  • Question challenge: Each day, try to use a new type of open-ended question.
  • Question audit: Review your questions at the end of the day. Were they truly open-ended?
  • Create a team question bank: Collaborate with colleagues to compile effective questions.

Building Your Knowledge Base

The more you know, the more you can engage in meaningful SST:

  • Follow children’s interests: If a child is fascinated by dinosaurs, brush up on your palaeontology!
  • Stay curious: Model lifelong learning by exploring new topics yourself.
  • Use reliable resources: Know where to find accurate information when you need it.

Developing Emotional Intelligence

SST isn’t just about cognitive skills – emotional intelligence is crucial too:

  • Practice empathy: Try to see situations from the child’s perspective.
  • Manage your emotions: Be aware of how your own feelings might impact interactions.
  • Create a feelings vocabulary: Expand the language you use to discuss emotions with children.

Embracing a Growth Mindset

Remember, becoming skilled at SST is a process:

  • Celebrate mistakes: View challenges as opportunities to learn and grow.
  • Seek feedback: Be open to constructive criticism from colleagues and managers.
  • Set personal goals: Regularly set and review targets for your SST practice.

For instance, you might set a goal to engage in at least three extended SST interactions each day, gradually increasing this over time.

Creating a Culture of SST

Encourage a setting-wide focus on SST:

  • Lead by example: Model SST in your interactions with both children and adults.
  • Discuss SST regularly: Make it a standing item in team meetings.
  • Celebrate SST moments: Recognise and praise colleagues when you observe effective SST.

Remember, developing your SST skills is an ongoing process. Be patient with yourself and celebrate your progress along the way. By continually reflecting on and refining your practice, you’ll be better equipped to provide rich, meaningful learning experiences for the children in your care.

In our next section, we’ll explore how to engage parents and caregivers in SST, extending the benefits of this approach beyond the setting and into children’s homes.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

Engaging Parents and Caregivers in SST

Sustained Shared Thinking doesn’t stop at the setting’s door. By involving parents and caregivers, we can extend the benefits of SST into children’s home environments. Let’s explore some strategies for engaging families in this powerful approach.

Sharing SST Strategies with Families

Help parents understand and use SST at home:

  • Parent workshops: Organise sessions to introduce SST concepts and techniques.
  • Information leaflets: Create easy-to-read guides with practical SST tips.
  • Regular updates: Share examples of SST moments in your setting’s newsletter or social media.

For instance, you might create a simple handout titled “5 Easy Ways to Encourage Thinking at Home”, featuring ideas like asking open-ended questions during bedtime stories.

Encouraging SST in Home Environments

Provide concrete ideas for SST opportunities at home:

  • Daily routines: Suggest ways to incorporate SST into everyday activities like cooking or bath time.
  • ‘Think together’ challenges: Set simple tasks for families to explore together, like “How many different ways can you sort your socks?”
  • Question prompts: Offer a list of open-ended questions parents can use in various situations.

Remember, the goal is to make SST feel achievable, enjoyable and fun, not like another chore for busy parents.

Building Two-Way Communication

Create opportunities for parents to share their SST experiences:

  • SST journals: Encourage families to record thinking moments at home and share these with you.
  • Parent-child projects: Set tasks that involve SST and can be completed at home, then discussed in the setting.
  • Regular check-ins: Use drop-off and pick-up times to briefly discuss recent SST moments.

For example, you might ask 5-year-old Zara’s dad, “Zara was fascinated by shadows yesterday. Have you noticed her exploring this at home?”

Adapting to Diverse Family Contexts

Remember that every family is unique:

  • Multilingual families: Encourage SST in home languages. Provide key SST phrases in various languages.
  • Different family structures: Ensure your communication is inclusive of all family types.
  • Cultural sensitivity: Be aware that conversation styles and adult-child interactions vary across cultures.

Using Technology to Support Home-Setting SST Links

Leverage technology to bridge the gap between home and setting:

  • Apps and websites: Recommend child-friendly apps or sites that encourage thinking skills.
  • Video demonstrations: Create short clips showing SST in action to share with parents.
  • Online platforms: Use your setting’s online learning journal to highlight SST moments and suggest follow-up activities.

Celebrating Home Learning

Recognise and value SST happening at home:

  • SST display board: Create a space where families can share their thinking moments.
  • Show and tell: Invite children to discuss SST experiences from home during circle time.
  • Family SST awards: Consider simple certificates or stickers for families engaging in SST.

Supporting Parents’ Confidence

Some parents might feel unsure about engaging in SST:

  • Emphasise everyday opportunities: Show how SST can happen during normal routines, not just in ‘educational’ moments.
  • Start small: Encourage parents to begin with just one or two SST strategies and build from there.
  • Provide reassurance: Remind parents that it’s okay not to have all the answers. Learning together is valuable too!

For instance, you might say to a parent, “Remember, when Ethan asks ‘why’ for the hundredth time, it’s a great chance to explore ideas together!”

Addressing Common Challenges

Be prepared to support parents with SST hurdles:

  • Time constraints: Suggest quick SST moments that can fit into busy schedules.
  • Multiple children: Offer ideas for engaging siblings of different ages in SST together.
  • Reluctant children: Provide strategies for making SST feel like fun, not work.

Remember, the key is to make SST feel manageable and enjoyable for families. By working together with parents and caregivers, we can create a rich, thinking-focused environment that extends far beyond our settings.

In our final section, we’ll explore ways to measure the impact of SST in your setting, helping you to refine your practice and demonstrate the value of this approach to stakeholders.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

Measuring the Impact of SST

Assessing the effectiveness of Sustained Shared Thinking is crucial for refining our practice and demonstrating its value. Let’s explore various methods to measure the impact of SST in your setting.

Observation and Documentation Methods

Careful observation is key to understanding SST’s impact:

  • Learning journals: Record detailed SST interactions, noting children’s responses and developments over time.
  • SST tally charts: Track the frequency and duration of SST moments throughout the day.
  • Location: Keep a note of where the most SST happens or keep a chart in each area of your setting and tick when there is a SST interaction in that area.
  • Video observations: With appropriate permissions, record SST interactions for later analysis.

For example, you might note how 4-year-old Amir’s problem-solving skills develop over a series of SST interactions about building structures.

Using Assessment Frameworks

Incorporate SST into your existing assessment practices:

  • SSTEW scale: Use this specifically designed tool to evaluate your SST provision.
  • Early Years Foundation Stage (EYFS): Link SST moments to the characteristics of effective learning and areas of learning and development.
  • Individual education plans: For children with SEND, include SST-related targets and track progress.

Remember, the goal is to use these frameworks to support children’s learning and to help your own CPD, not to create unnecessary paperwork.

Tracking Language Development

SST can have a significant impact on children’s language skills:

  • Vocabulary charts: Record new words introduced and used during SST interactions.
  • Conversation length: Note any increases in the duration of children’s contributions to discussions.
  • Complexity of language: Observe children’s use of more sophisticated sentence structures or reasoning words (because, therefore, etc.).

Monitoring Cognitive Skills

Look for improvements in thinking skills:

  • Problem-solving abilities: Note how children approach challenges before and after regular SST.
  • Creativity: Observe any increases in children’s imaginative thinking or novel ideas.
  • Critical thinking: Watch for children asking more probing questions or considering alternative viewpoints.

For instance, you might track how 5-year-old Zoe’s approach to building a den evolves over time, becoming more planned and considered.

Assessing Social and Emotional Development

SST can support children’s personal, social and emotional growth:

  • Emotional vocabulary: Note expansions in children’s ability to express and discuss feelings.
  • Empathy: Observe children’s growing awareness of others’ perspectives (Theory of Mind).
  • Confidence: Track children’s willingness to share ideas or take on challenges.

Gathering Feedback

Don’t forget to collect views from others:

  • Child voice: Ask children about their experiences. “What’s your favourite thing to think about with a grown-up?”
  • Parent surveys: Gather feedback on any changes parents notice at home.
  • Team reflections: Regularly discuss the impact of SST in staff meetings.

Long-term Benefits and Research Findings

While some impacts of SST may be immediately observable, others might only become apparent over time:

  • Transition information: Liaise with receiving schools to understand how children who’ve experienced SST fare in their next setting.
  • Research participation: Consider participating in academic studies on SST to contribute to the wider evidence base.

Creating Case Studies

In-depth case studies can provide rich evidence of SST’s impact:

  • Individual child studies: Track a child’s journey with SST over an extended period.
  • Thematic studies: Focus on how SST supports a particular area of learning, like scientific thinking.

For example, you might create a case study on how SST supported 3-year-old Mia’s understanding of change over time as she observed caterpillars transforming into butterflies.

Using Technology for Impact Measurement

Leverage digital tools to support your impact measurement:

  • Learning journey software: Use digital platforms to tag and track SST moments over time.
  • Data analysis tools: Consider using simple spreadsheets or apps to spot trends in your SST data.

Remember, measuring impact isn’t about creating perfect learners or ticking boxes. It’s about understanding how SST is supporting children’s development and how we can continually improve our practice.

By thoughtfully measuring the impact of SST, we can not only refine our approach but also advocate for its importance in Early Years education. After all, when we can demonstrate the power of rich, meaningful interactions, we’re championing quality early years practice for all children.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

Conclusion: Embracing Sustained Shared Thinking in Your Setting

As we wrap up our exploration of Sustained Shared Thinking, let’s take a moment to reflect on the journey we’ve undertaken together.

We’ve delved into what, why, and how of SST, uncovering its potential to transform our interactions with young children. From understanding its theoretical underpinnings to exploring practical strategies for implementation, we’ve seen how SST can enrich our Early Years practice.

Key takeaways include:

  • SST is more than just conversation; it’s a deliberate approach to extend children’s thinking and understanding.
  • There are recognised strategies that can help practitioners to improve their SST, even if they are not confident at first.
  • It can be used across all areas of the curriculum and with children of all ages, including babies and toddlers.
  • Successful SST relies on skills like active listening and positive questioning, which can be developed with practice.
  • Overcoming challenges, such as time constraints or engaging reluctant children, is possible with creative approaches.
  • Involving parents and caregivers can extend the benefits of SST beyond the setting.

Remember, implementing SST isn’t about perfection. It’s about creating an environment where thoughtful, extended interactions become a natural part of your daily practice. Start small, perhaps focusing on one or two SST interactions each day and build from there.

As you embark on your SST journey, keep in mind that every deep conversation, every shared problem-solving moment, is an opportunity to make a lasting impact on a child’s cognitive, social, and emotional development.

The beauty of SST lies in its simplicity. It doesn’t require expensive resources or complex training. It simply asks us to be present, to listen actively, and to engage genuinely with children’s ideas and theories about the world.

So, as you return to your setting, I encourage you to look for those SST moments. They might occur during a quiet one-to-one interaction, in the midst of bustling group play, or during everyday routines like snack time. Wherever they happen, seize them. Extend them. Relish them.

By embracing Sustained Shared Thinking, you’re not just improving your practice – you’re nurturing the thinkers, problem-solvers, and innovators of tomorrow. And that is truly powerful.

Remember, the journey doesn’t end here. Continue to reflect on your SST practice, share experiences with colleagues, and stay curious. After all, we’re on this learning journey alongside the children in our care.

Here’s to richer conversations, deeper understanding, and the joy of thinking together!

Frequently Asked Questions

How is SST Different from Regular Conversation with Children?

Question: How does Sustained Shared Thinking differ from everyday conversations we have with children?

SST goes beyond casual chat. It’s a deliberate approach where both adult and child contribute ideas, working together to solve problems or develop understanding. Unlike everyday talk, SST:

  • Involves extended back-and-forth exchanges
  • Focuses on deep thinking and problem-solving
  • Requires active listening and thoughtful questioning from the adult
  • Aims to extend the child’s thinking and understanding

For example, instead of simply answering a child’s question about why leaves change colour, you might explore the idea together, asking what they think and building on their ideas.

Can SST Be Used with Babies and Toddlers?

Question: Is Sustained Shared Thinking only for older children, or can it be used with babies and toddlers too?

Absolutely, SST can and should be used with our youngest learners! With babies and toddlers, SST might look like:

  • Mirroring and extending their vocalisations
  • Narrating their actions during play
  • Responding to their non-verbal cues and extending their explorations

For instance, when a baby is fascinated by a shiny object, you might explore it together, talking about how it feels, sounds, and moves. The key is to follow their lead and extend their interest through your interactions.

Remember, early SST experiences lay the foundation for later, more complex thinking skills (Siraj-Blatchford, 2009).

How Can I Find Time for SST in a Busy Setting?

Question: Our setting is always so busy. How can we make time for Sustained Shared Thinking?

Finding time for SST in a bustling environment can be challenging, but it’s not impossible:

  1. Utilise routine moments: Nappy changes, mealtimes, and transitions can all be opportunities for one-to-one SST.
  2. Create ‘SST pockets’: Designate short periods throughout the day specifically for focused interactions.
  3. Rotate staff: Take turns engaging in SST while colleagues manage the wider group.
  4. Integrate SST into planned activities: Design activities that naturally lend themselves to deep thinking and discussion.

Remember, even brief SST moments can be valuable. It’s about quality, not just quantity.

What If a Child Doesn’t Seem Interested in SST?

Question: What should I do if a child doesn’t seem interested in engaging in Sustained Shared Thinking?

Not every child will immediately engage in SST, and that’s okay. Here are some strategies to try:

  • Start with the child’s interests: Base your SST attempts around topics or activities the child enjoys.
  • Keep it playful: Frame SST as a fun exploration rather than a serious discussion.
  • Use concrete objects: Sometimes, having something tangible to explore can spark interest.
  • Be patient: Some children may need time to warm up to this style of interaction.
  • Consider timing: A child who’s tired, hungry, or overstimulated may not be ready for SST.

If a child consistently seems uninterested, reflect on whether your approach needs adjusting. Are you following their lead? Are your questions age-appropriate? Remember, SST should feel natural and enjoyable, not forced.

How Can We Measure the Impact of SST?

Question: We’re implementing SST in our setting, but how can we measure its impact?

Measuring the impact of SST involves both qualitative and quantitative approaches:

  1. Observations: Record detailed SST interactions, noting children’s responses and developments over time.
  2. Language tracking: Monitor improvements in vocabulary, conversation length, and complexity of language use.
  3. Problem-solving skills: Observe how children’s approach to challenges evolves.
  4. Social-emotional development: Track changes in children’s emotional vocabulary, empathy, and confidence.
  5. Parent feedback: Gather insights from families about changes they notice at home.
  6. Standardised tools: Consider using the SSTEW scale or linking SST to EYFS assessments.

Remember, some benefits of SST may only become apparent over time. Consider creating long-term case studies to capture the full impact of your SST practice.

For more detailed strategies, refer to the ‘Measuring the Impact of SST’ section in this guide.

References

  • Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. Department for Education and Skills.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-School Education (EPPE) Project: Final Report. Institute of Education, University of London.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology, 26(2), 77-89.

Kathy Brodie Sustained Shared Thinking: A Practical and Comprehensive Guide for Early Years Practitioners. Available at: https://www.kathybrodie.com/articles/guide-sst/ (Accessed: 23 November 2024)o.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

Featured

Recommended Resources

The New SSTEW Scale

Posted on March 12, 2015.

The new SSTEW – Sustained Shared Thinking and Emotional Well-being Scale for 2-5 year olds

SSTEW cover

by Iram Siraj, Denise Kingston & Edward Melhuish

I was very excited to see that there was to be a quality assessment tool for Sustained Shared Thinking and Emotional Well-being (SSTEW). As I’m sure you know, I’m a massive fan of Sustained Shared Thinking, and its benefits, but measuring the quality of Sustained Shared Thinking is massively difficult.

How can you really analyse the quality of interactions, which may only be a few minutes long?

Click here for more »

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Recommended Resources

My Book: Sustained Shared Thinking in the Early Years

Posted on October 13, 2014.

sst-cover

Sustained Shared Thinking is fundamental to good Early Years practice.
It costs nothing, yet research (via the EPPE project) has shown that it improves outcomes for children by supporting their deep level learning and holistic development.

This book clearly explains what Sustained Shared Thinking is and examines the skills and expertise needed to initiate, encourage and facilitate it. It explores the attitudes, knowledge and understanding that a practitioner in any setting should adopt in order to start or develop successful Sustained Shared Thinking.

Click here for more »

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Viewpoint

Value Your EYP

Posted on July 10, 2011.

With Early Years Professional Status (EYPS) in the news again for good reasons (supported by the Tickell Review) and not so good reasons (Providers lose their licence), the debate has once again opened on the value of the Status and its role in Early Childhood Education.

Early Years Professional Status was conceived after the Effective Provision of Preschool Education (EPPE) research found that a ‘graduate led workforce’ gave demonstrably better outcomes for children in preschool settings. However, since then the authors of the EPPE research have produced a book (Early Childhood Matters, evidence from the Effective Pre-school and Primary Education project, 2010 Sylva et al.) which clearly states that they had intended the Early Years to be led by qualified teachers (pages 19/20). They declare the current situation a ‘muddle in provision’ being followed by a ‘muddle in training’.

Click here for more »

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Articles

What does Assessment mean?

Posted on March 2, 2011.

An interesting article caught my eye this week, based around a mother’s conversion to the EYFS.

There a few things which also raised an eyebrow – “every setting in the country” should be “the majority of settings England”, for example.

But the sentence which really intrigued me was that children should be allowed to be children and not “endure a continuous stream of observations and assessments”. The word that was particularly discordant was “endure”.

In my experience most young children thoroughly enjoy having an interested and motivated adult watching and taking part in their play. There are many adults who enjoy being a part of children’s lives, which naturally involves noting the children’s likes and dislikes.

So where does the “endure” or suffering come from? One explanation could be that the process of observations and assessment hasn’t been made clear.

The dictionary tells us assessment is an evaluation or judgement. This doesn’t mean we restrict children’s freedom or play or natural inquisitiveness. A good practitioner will give the children all these opportunities and then take the lead from them to extend their interests – or evaluate, ‘assess’ their play.

The assessment is not about labelling or pigeonholing children. However, if a practitioner can spot schematic play (for example), then this can help support the child’s interests and learning in a way that is the best for the child. Or, put another way, really understands what makes that child tick.

Who wouldn’t want that?

When first looking at the EYFS (2008 and 2012) it may seem to be artificially contrived statements about children just doing what children do best – being themselves. But these have been crafted by skilled and respected educators in the childcare industry, based on some of the most in depth research in Europe (Effective Provision of Preschool Education, 2003).

The strength of the document is that it takes the child’s incredibly complex patterns of learning and makes them accessible, makes it look easy, even. This ensures that the ‘assessments’ we make about children are relevant and accurate.

The EYFS (2012) does have many ‘categories’, against which assessments are made, although few than the EYFS 2008. But the fact remains that, somehow, you have to detail how children develop and learn. If you don’t, how do you know if their development is within ‘normal’ limits? How do you evidence Special Educational Needs, for example? Or gifted and talented?

Without having this information you may not be providing the very best for the children in your care.

Assessment isn’t about sitting children down to be tested or labelled. It is about taking an interest in their development, and then using this to give them an enjoyable and challenging childhood.

References:
Early Years Foundation Stage, EYFS (2008) DCSF http://nationalstrategies.standards.dcsf.gov.uk/earlyyears
EPPE (2003) http://eppe.ioe.ac.uk/

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Viewpoint

Sustained Shared Thinking – How Important is It?

Posted on February 2, 2009. Sustained Shared Thinking

Introduction: The Power of Sustained Shared Thinking

Have you ever had one of those magical moments with a child where you’re both completely absorbed in a conversation or activity? Where you’re genuinely interested in each other’s ideas and you come away feeling like you’ve both learned something new? Those wonderful moments are the essence of Sustained Shared Thinking (SST).

Sustained Shared Thinking isn’t just a fancy educational term – it’s a powerful approach that can transform how we interact with young children. At its core, SST is about those extended, meaningful exchanges where adults and children work together to solve problems, explore ideas, or create something new.

Imagine you’re with 5-year-old Amir who’s playing with blocks. He’s trying to build a bridge, but it keeps collapsing. Instead of showing him how to do it, you might ask, “What do you think is making the bridge fall down?” This simple question opens up a world of possibilities for discussion and discovery about balance, structure, and problem-solving.

Why is SST so important? Well, it’s not just because it makes for lovely interactions (though it certainly does!). SST has been shown to have significant benefits for children’s development:

  • It boosts cognitive skills
  • It enhances language development
  • It supports social and emotional growth
  • It nurtures creativity and problem-solving abilities

Research has consistently shown that settings where SST is regularly practiced tend to have better outcomes for children. The EPPE project, a large-scale study in the UK, found that SST was a key feature of more effective pre-school settings (Sylva et al., 2004).

But here’s the thing: SST isn’t just for ‘special’ times. It can happen anywhere, anytime – during nappy changes, while playing with blocks, or even during snack time. The key is being present, listening actively, and genuinely engaging with children’s ideas.

In this article, we’ll explore why SST is so crucial in early years settings. We’ll look at its impact on child development, its role in quality provision, and its relevance in addressing current challenges in early years education. We’ll also consider how it can enhance relationships between practitioners, children, and parents.

So, whether you’re new to the concept of SST or looking to deepen your understanding, buckle up! We’re about to embark on a journey into the wonderful world of shared thinking. And who knows? By the end, you might find yourself looking at your everyday interactions with children in a whole new light.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

The Significance of SST in Child Development

The Benefits of Sustained Shared Thinking

When we engage in Sustained Shared Thinking with children, we’re not just having a nice chat – we’re actively supporting their development in multiple areas. Let’s explore how SST contributes to different aspects of a child’s growth.

Cognitive Development

SST is a powerful tool for boosting children’s thinking skills. When we engage in these extended, meaningful interactions, we’re helping children to:

  • Develop problem-solving skills
  • Enhance critical thinking
  • Improve memory and recall

Imagine you’re in the garden with 4-year-old Lily, who’s wondering why her sunflower isn’t growing as tall as her friend’s. Instead of simply explaining, you might ask, “What do you think the sunflower needs to grow taller?” This prompts Lily to think critically about plant growth and problem-solve.

Research shows that children who experience high-quality SST often demonstrate more advanced cognitive abilities (Siraj-Blatchford et al., 2002). They’re better equipped to tackle challenges and think creatively.

Language and Communication Skills

It’s probably no surprise that SST is brilliant for language development. These rich conversations provide:

  • Vocabulary expansion
  • Practice in expressing ideas
  • Improved listening skills

For instance, during a cooking activity with 5-year-old Zain, you might introduce words like ‘whisk’, ‘blend’, or ‘simmer’. As you discuss the process, Zain gets to practice using these new words in context.

Social and Emotional Growth

SST isn’t just about academic skills – it plays a crucial role in children’s social and emotional development too:

  • Building confidence
  • Developing empathy
  • Strengthening relationships

When 3-year-old Ava is upset about sharing a toy, engaging her in a conversation about feelings and fairness is SST in action, supporting her emotional development.

Creativity and Problem-Solving

SST encourages children to think outside the box and come up with novel solutions. It fosters:

  • Imaginative thinking
  • Flexible problem-solving
  • Innovation skills

Picture 6-year-old Tom trying to build a den that keeps falling down. Through SST, you might explore different construction methods, materials, or designs, encouraging Tom’s creative problem-solving skills.

Metacognition and Self-Regulation

Perhaps one of the most powerful benefits of SST is its impact on metacognition – thinking about thinking:

  • Awareness of thought processes
  • Planning and reflection skills
  • Self-regulation abilities

When you ask 5-year-old Maya, “How did you figure out how to balance those blocks?”, you’re prompting her to reflect on her own thinking process.

The long-term impact of these skills shouldn’t be underestimated. Children who develop strong metacognitive abilities in early years are better equipped for future learning and problem-solving (Whitebread & Coltman, 2010).

Remember, every SST interaction, no matter how small, contributes to this rich tapestry of development. Whether you’re discussing why leaves change colour in autumn or exploring why some objects float and others sink, you’re laying the groundwork for lifelong learning and growth.

In our next section, we’ll look at how SST has become a key indicator of quality in early years settings. But for now, take a moment to reflect – how might you incorporate more SST into your daily interactions with children?

SST as a Key Indicator of Quality in Early Years Settings

When we talk about quality in early years settings, what springs to mind? Is it the shiny new resources, the beautifully arranged environment, or perhaps the detailed planning documents? While these all have their place, research increasingly points to the quality of interactions – particularly Sustained Shared Thinking – as a crucial marker of high-quality provision.

The Research Backing

The landmark EPPE (Effective Provision of Pre-school Education) project in the UK was one of the first large-scale studies to highlight the importance of SST. The researchers found that the most effective settings encouraged Sustained Shared Thinking (Sylva et al., 2004). But what does this look like in practice?

Imagine you’re observing two different settings:

  1. In the first, the room is beautifully set up with top-notch resources. The children are busy, but the adults mainly supervise and manage behaviour.
  2. In the second, the resources are more modest, but you notice adults deeply engaged with children, asking open-ended questions and collaboratively solving problems.

Which would you consider higher quality? The EPPE project suggests it’s the second setting that’s likely to have better outcomes for children.

Alignment with Curriculum Goals

It’s not just researchers who recognise the value of SST. Let’s look at how it aligns with some key areas of the Early Years Foundation Stage (EYFS) in England:

  • Communication and Language: SST provides rich opportunities for language development and active listening.
  • Personal, Social and Emotional Development: Through SST, children learn to express their ideas and consider others’ perspectives.
  • Understanding the World: SST often involves exploring and making sense of the world around us.
  • Characteristics of Effective Learning: SST supports all three characteristics – playing and exploring, active learning, and creating and thinking critically.

For example, when you engage in SST with 4-year-old Jasmine about why her ice lolly is melting, you’re not just exploring scientific concepts. You’re also developing her language, encouraging critical thinking, and fostering her curiosity about the world.

SST and the Adult Role

One of the reasons SST is such a strong indicator of quality is that it requires skilled adult intervention. It’s not about leaving children to their own devices or about didactic teaching. Instead, it’s about that delicate balance of support and challenge.

The adult role in SST involves:

  • Active listening
  • Asking open-ended questions
  • Providing just enough support to extend thinking
  • Knowing when to step back

This skilled interaction is what sets high-quality settings apart. As Siraj-Blatchford et al. (2002) noted, it’s the “meetings of minds” between adult and child that seem to be particularly important.

Beyond Academic Skills

It’s worth noting that SST isn’t just about academic or cognitive skills. High-quality settings use SST to support all areas of development, including social and emotional skills.

For instance, when 3-year-old Alex is struggling to join in with a group game, a skilled practitioner might engage him in SST about feelings and social strategies, rather than simply solving the problem for him.

A Tool for Reflection

Recognising SST as a quality indicator gives us a valuable tool for reflection and improvement. We can ask ourselves:

  • How often do we engage in SST throughout the day?
  • Are all children experiencing these rich interactions?
  • How can we create more opportunities for SST?

By focusing on improving the quality and quantity of our SST interactions, we can enhance the overall quality of our provision.

In our next section, we’ll explore the long-term impact of SST. But for now, why not take a moment to reflect on your own practice? How might you increase opportunities for those “meetings of minds” in your setting?

The Long-Term Impact of SST

When we engage in Sustained Shared Thinking with young children, we’re not just impacting their day-to-day experiences – we’re laying the groundwork for their future success. Let’s explore how those thoughtful conversations and shared problem-solving moments can have lasting effects.

School Readiness and Academic Performance

One of the most immediate long-term impacts of SST is its effect on school readiness. Children who have experienced rich SST interactions tend to:

  • Have more advanced language skills
  • Show better problem-solving abilities
  • Demonstrate greater social competence

Imagine 5-year-old Mia, who’s had plenty of SST experiences in her nursery. When she starts school, she’s more likely to confidently ask questions, tackle new challenges, and express her ideas clearly. These skills give her a solid foundation for formal learning.

Research backs this up. The EPPE project found that children from pre-school settings where SST was frequently practised showed better intellectual and social development as they progressed through primary school (Sylva et al., 2004).

Lifelong Learning Skills

Beyond academic readiness, SST helps foster skills that are crucial for lifelong learning:

  • Critical thinking
  • Creativity
  • Metacognition (thinking about thinking)
  • Self-regulation

These aren’t just useful for school – they’re essential life skills. For instance, when 4-year-old Zack learns through SST to think through a problem before acting, he’s developing self-regulation skills that will serve him well into adulthood.

Social and Emotional Competence

The impact of SST on social and emotional development shouldn’t be underestimated. Children who regularly engage in SST often show:

  • Greater empathy
  • Better communication skills
  • Improved ability to understand and manage emotions

Consider 3-year-old Ava, who through SST learns to articulate her feelings and consider others’ perspectives. These skills will help her navigate social relationships throughout her life.

Curiosity and Love for Learning

Perhaps one of the most beautiful long-term impacts of SST is how it nurtures a child’s natural curiosity and love for learning. By engaging children in meaningful, thought-provoking interactions, we’re showing them that:

  • Their ideas are valuable
  • Learning is enjoyable
  • Questions are welcome

This attitude towards learning can last a lifetime. As Robson (2012) notes, children who develop a love for learning in their early years are more likely to become lifelong learners.

Impact on Future Career Skills

While it might seem far off, the skills developed through SST align closely with what employers often seek:

  • Problem-solving
  • Collaboration
  • Communication
  • Adaptability

When we engage 6-year-old Tom in SST about how to build a stable tower with blocks, we’re not just helping him with construction – we’re nurturing skills he might use one day as an engineer, architect, or project manager.

A Ripple Effect

It’s worth noting that the impact of SST can extend beyond the individual child. Children who are skilled in SST-related abilities like critical thinking and effective communication can positively influence their peers, creating a ripple effect of enhanced learning and development.

The key takeaway? The time we invest in SST today can have far-reaching effects on children’s futures. Every thoughtful question, every shared problem-solving moment, every collaborative exploration is contributing to the development of capable, confident, and curious lifelong learners.

In our next section, we’ll look at how SST can help address some of the current challenges in early years education. But for now, take a moment to consider: How might the SST interactions you’re having today shape the adults of tomorrow?

SST’s Relevance in Addressing Current Early Years Challenges

In today’s rapidly changing world, early years settings face a unique set of challenges. The good news? Sustained Shared Thinking can be a powerful tool in addressing many of these issues. Let’s explore how SST can help us navigate some of the current hurdles in early years education.

Supporting Children with Diverse Needs

One of the biggest challenges in early years settings is meeting the needs of all children, especially those with special educational needs and disabilities (SEND) or those learning English as an additional language (EAL).

SST can help by:

  • Allowing for personalised interactions tailored to each child’s needs
  • Providing opportunities for language development at the child’s own pace
  • Encouraging problem-solving skills in a supportive environment

For example, when engaging in SST with 4-year-old Amir, who has autism, you might use visual aids and follow his lead in exploring a topic he’s passionate about, like trains. This approach supports his communication skills while respecting his individual interests and needs.

Bridging Home-Setting Learning Gaps

The pandemic has highlighted the importance of strong home-setting links. SST can play a crucial role in bridging any gaps:

  • It can be easily explained to parents and practised at home
  • It doesn’t require special resources, making it accessible to all families
  • It can help create continuity between home and setting experiences

Imagine sending home a simple SST prompt related to your current topic. For instance, if you’re exploring ‘Growth’, you might suggest parents engage their child in SST about a plant growing in their home or garden. This not only extends learning but also strengthens the home-setting partnership.

Enhancing Digital-Age Learning Experiences

In our increasingly digital world, there’s a concern about screen time and its impact on young children’s development. SST can help balance this:

  • It encourages face-to-face interactions and real-world problem-solving
  • It can be used to explore and make sense of digital experiences
  • It develops skills (like critical thinking) that are crucial in the digital age

For instance, after watching a short educational video about the water cycle, you might engage 5-year-old Zoe in SST about where she thinks the rain in your garden comes from. This helps her connect digital content with real-world observations.

Addressing the ‘Covid Gap’

The disruptions caused by the pandemic have led to concerns about children’s development, often referred to as the ‘Covid gap’. SST can be a powerful tool in addressing this:

  • It allows for individualised support based on each child’s needs
  • It can help rebuild social skills and confidence
  • It supports language development, which may have been impacted by reduced social interactions

When 3-year-old Tom, who’s been at home for several months, returns to your setting, engaging him in gentle SST about his experiences can help him settle in and express any worries or excitements he might have.

Promoting Mental Health and Wellbeing

With increasing awareness of the importance of mental health in the early years, SST can play a vital role:

  • It helps children express and understand their emotions
  • It builds self-esteem by valuing children’s thoughts and ideas
  • It develops problem-solving skills, boosting resilience

For example, when 4-year-old Lily is feeling frustrated with a puzzle, engaging her in SST about her feelings and potential strategies not only helps solve the immediate problem but also builds emotional literacy and resilience.

Supporting the Characteristics of Effective Learning

The EYFS emphasises the importance of how children learn, not just what they learn. SST aligns perfectly with this focus:

  • It encourages active learning by engaging children deeply in topics
  • It supports creating and thinking critically by posing thoughtful questions
  • It promotes playing and exploring by following children’s interests

When you notice 5-year-old Max is fascinated by shadows in the playground, using SST to explore this interest supports all these characteristics of effective learning.

The key message? SST isn’t just a ‘nice to have’ – it’s a flexible, powerful tool that can help us address many of the current challenges in early years education. By embedding SST in our practice, we’re not only supporting children’s immediate development but also equipping them with the skills they need to thrive in an ever-changing world.

In our next section, we’ll explore the crucial role of the practitioner in maximising the impact of SST. But for now, why not reflect on a current challenge in your setting? How might SST help you address it?

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

The Practitioner’s Role in Maximising SST’s Impact

When it comes to Sustained Shared Thinking, the practitioner’s role is absolutely crucial. It’s not just about being present – it’s about being present in the right way. Let’s explore how we, as practitioners, can make the most of SST opportunities.

The Art of Active Listening

At the heart of effective SST is active listening. This means:

  • Giving children our full attention
  • Showing genuine interest in their ideas
  • Using non-verbal cues to encourage them to continue

Imagine 4-year-old Ava is telling you about her weekend trip to the beach. Instead of just nodding along, you might say, “You found a shell with a hole in it? I wonder how that hole got there.” This shows you’re really listening and encourages further exploration.

Asking the Right Questions

The questions we ask can make or break an SST interaction. Good questions:

  • Are open-ended
  • Encourage deeper thinking
  • Follow the child’s lead

For example, when 5-year-old Zain is building a tall tower, instead of asking, “Is that a house?”, you might say, “I’m curious about how you decided where to put each block.” This invites him to explain his thinking process.

Creating a Thinking-Friendly Environment

Our role extends beyond direct interactions. We need to create an environment that supports SST:

  • Provide open-ended resources that spark curiosity
  • Allow ample time for exploration and discussion
  • Create cosy spaces where deep conversations can happen

Think about your setting. Is there a quiet corner where you can sit and chat with a child without interruption? Are there interesting objects or pictures that might spark a conversation?

Recognising and Seizing SST Moments

SST opportunities can pop up anywhere, anytime. Our job is to spot them and make the most of them. This might mean:

  • Being flexible with our plans
  • Following children’s interests, even if they seem off-topic
  • Seeing everyday routines as potential SST moments

For instance, when 3-year-old Leo becomes fascinated by the bubbles during hand washing, seize the moment! “I wonder why the bubbles pop when we clap our hands?” can lead to a wonderful exploration of cause and effect.

Scaffolding Thinking

In SST, we’re not just passive listeners. We play an active role in extending children’s thinking:

  • Offer just enough support to help children reach the next level of understanding
  • Model thinking processes out loud
  • Introduce new vocabulary in context

When 6-year-old Mia is struggling to remember the life cycle of a butterfly, you might say, “Let’s think about this together. What’s the first stage we remember?” This scaffolds her recall without simply giving her the answer.

Building Strong Relationships

SST thrives on strong, trusting relationships. As practitioners, we can:

  • Show genuine interest in each child’s thoughts and ideas
  • Create a safe space where children feel comfortable sharing
  • Celebrate children’s thinking processes, not just their ‘correct’ answers

Remember, children are more likely to engage in deep thinking with adults they trust and feel valued by.

Reflecting on Our Practice

To truly maximise SST’s impact, we need to regularly reflect on our practice:

  • Keep a journal of SST moments – what worked well? What could you improve?
  • Use video observations (with appropriate permissions) to analyse your interactions
  • Seek feedback from colleagues and children

As Siraj-Blatchford et al. (2002) note, the most effective settings are those where practitioners regularly reflect on and discuss their pedagogical practices.

Continuous Professional Development

SST is a skill that we can always refine. Consider:

  • Attending training sessions on SST techniques
  • Reading current research on cognitive development and early years pedagogy
  • Observing colleagues who are skilled in SST

Remember, every interaction is a chance to hone our SST skills. The more we practice, the more natural and effective our SST interactions will become.

In our next section, we’ll look at how SST can be a powerful tool for parental engagement. But for now, why not challenge yourself to have at least three intentional SST interactions tomorrow? Reflect on how they go – you might be surprised at the depth of thinking you unlock!

SST as a Tool for Parental Engagement

We all know that parents are children’s first and most enduring educators. But how can we harness the power of Sustained Shared Thinking to strengthen the crucial partnership between settings and homes? Let’s explore how SST can be a brilliant tool for parental engagement.

Introducing Parents to SST

First things first – we need to help parents understand what SST is and why it’s so valuable. Consider:

  • Hosting a parent workshop on SST
  • Creating an easy-to-read leaflet explaining SST
  • Sharing examples of SST moments in your setting’s newsletter

Imagine sending home a simple guide titled “5 Ways to Think Together”, with practical tips like “Wonder aloud about everyday things” or “Ask your child ‘What do you think?’ when problem-solving together”.

Extending SST to Home Environments

SST doesn’t require special equipment or a classroom setting. It can happen anywhere, anytime. Encourage parents to:

  • Use daily routines as SST opportunities (e.g., bath time, cooking together)
  • Look for ‘wondering’ moments during outings or while watching TV
  • Create a ‘question of the week’ for the family to ponder together

For instance, suggest that during bath time, parents might ask, “I wonder why some things float and others sink?” This simple question can lead to rich discussions and even some impromptu experiments!

Building Two-Way Communication

SST is all about shared thinking, and the same principle applies to our communication with parents:

  • Invite parents to share their SST moments from home
  • Use a communication book or app to exchange SST ideas
  • Create a ‘Thinking Wall’ in your setting where parents can contribute questions or ideas

You might ask 4-year-old Zain’s mum to jot down any interesting questions he asks at home. This not only gives you insight into his thinking but also shows parents that their input is valued.

Supporting Diverse Families

Remember, SST can look different in different cultures and family contexts:

  • Provide SST tips in multiple languages if needed
  • Be sensitive to cultural differences in adult-child interactions
  • Offer a range of SST ideas to suit different family situations

For example, for a family where grandparents are the main carers, you might suggest SST around family history or traditional stories.

Using Technology to Bridge the Gap

In our digital age, technology can be a great tool for promoting SST at home:

  • Share short video clips demonstrating SST in action
  • Use your setting’s social media to post weekly SST prompts
  • Suggest educational apps that encourage shared thinking

You could create a quick video showing how you engaged in SST with 3-year-old Lily about why leaves change colour in autumn, giving parents a clear model to follow.

Celebrating Home Learning

It’s important to recognise and value the SST happening at home:

  • Create displays showcasing SST moments shared by families
  • Have a ‘Thinker of the Week’ award that includes home thinking
  • Use parent evenings to discuss SST progress both at home and in the setting

This not only encourages parents to engage in SST but also helps children see the connection between home and setting learning.

Addressing Common Challenges

Parents might face some hurdles in implementing SST. Be prepared to offer support:

  • For time-pressed parents, suggest quick SST moments during car rides or while waiting in queues
  • For those lacking confidence, remind them that it’s okay not to have all the answers – wondering together is the goal
  • For families with multiple children, offer ideas for whole-family SST activities

Remember, as Robson (2012) notes, when parents engage in meaningful interactions with their children, it not only enhances learning but also strengthens family bonds.

The Ripple Effect

When we engage parents in SST, the benefits ripple out beyond just that child. Parents might:

  • Use SST techniques with siblings
  • Share ideas with other family members or friends
  • Develop their own critical thinking skills

Imagine 5-year-old Amir’s dad telling you how he’s started using SST questions with his colleagues at work!

By embracing SST as a tool for parental engagement, we’re not just enhancing children’s learning – we’re fostering a community of thinkers. We’re showing parents that they don’t need special knowledge or resources to support their child’s cognitive development. All they need is curiosity, attentiveness, and a willingness to wonder together.

In our final section, we’ll wrap up by reflecting on the crucial role of SST in early years practice. But for now, why not brainstorm three simple SST activities you could suggest to parents this week?

Conclusion: Embracing SST in Early Years Practice

As we wrap up our exploration of Sustained Shared Thinking, let’s take a moment to reflect on why it’s so crucial in early years education and how we can fully embrace it in our practice.

The Power of SST

We’ve seen how SST can:

  • Boost cognitive development
  • Enhance language skills
  • Support social and emotional growth
  • Prepare children for future learning

Remember 4-year-old Zain building his tower? That simple interaction, where you asked him about his building strategy, wasn’t just about blocks. It was about developing critical thinking, problem-solving, and communication skills – all through the power of shared thinking.

Quality Interactions Matter

SST isn’t about expensive resources or complex planning. It’s about the quality of our interactions with children. As the EPPE project showed us, it’s these meaningful exchanges that truly make a difference (Sylva et al., 2004).

Think about your day. How many opportunities for SST do you spot? That quiet moment during snack time, the curiosity sparked by a ladybird in the garden, or the problem that arises during block play – all these are golden SST moments waiting to happen.

A Tool for All

One of the beautiful things about SST is its accessibility. It can be used:

  • With children of all ages, from babies to school-leavers
  • Across all areas of learning
  • By all adults in a child’s life, from practitioners to parents

Imagine 2-year-old Lily exploring a texture board. Her key person might engage in SST about how different materials feel, while at home, Lily’s grandmother might use SST to explore the textures of fruits and vegetables during cooking.

Challenges and Opportunities

Yes, implementing SST can have its challenges:

  • Time constraints in busy settings
  • The need for skilled adult intervention
  • Ensuring all children benefit from SST

But these challenges are also opportunities. They push us to reflect on our practice, to be more intentional in our interactions, and to find creative ways to embed SST in our daily routines.

The Ripple Effect

When we embrace SST, the benefits ripple out:

  • Children become more confident, curious learners
  • Practitioners find renewed joy in their interactions with children
  • Parents feel more equipped to support their child’s learning at home

It’s not just about preparing children for school or hitting developmental milestones. It’s about nurturing a love for learning that can last a lifetime.

A Call to Action

So, what’s next? Here are some steps you might consider:

  1. Reflect on your current practice. Where are you already using SST? Where could you incorporate more SST moments?
  2. Share your SST experiences with colleagues. What’s working well? What challenges are you facing?
  3. Engage parents in SST. Could you run a workshop or send home some simple SST activity ideas?
  4. Keep learning. SST is a skill that we can always refine. Could you do some further reading or attend a training session?
  5. Most importantly, enjoy those SST moments. There’s something truly special about those shared discoveries and ‘aha!’ moments with children.

Final Thoughts

As Siraj-Blatchford et al. (2002) remind us, it’s the “meeting of minds” between adult and child that seems to be particularly important in promoting learning. SST gives us a framework for creating these powerful moments.

So, the next time you’re in your setting, take a moment to look around. In the busy-ness of the day, can you spot an opportunity for a bit of sustained shared thinking? It might be as simple as wondering aloud about why the leaves are changing colour, or asking a child how they might solve a problem in their play.

Remember, every SST interaction, no matter how small, is a step towards nurturing curious, confident, and capable learners. And isn’t that what early years education is all about?

References

  • Robson, S. (2012). Developing thinking and understanding in young children: An introduction for students. Routledge.
  • Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. Department for Education and Skills.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-School Education (EPPE) Project: Final Report. Institute of Education, University of London.
  • Whitebread, D., & Coltman, P. (2010). Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: Evidence from an observational study. ZDM, 42(2), 163-178.

Get Our In-Depth Online Course on Sustained Shared Thinking with Kathy Brodie

This course will equip you with practical techniques to transform every interaction into a valuable learning opportunity, engaging children in meaningful dialogues and creating environments that nurture deep thinking.

Get details of this online course here

NOTE: You can also buy my book Sustained Shared Thinking in the Early Years from Amazon

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Featured

In the News

Unicef Report on Childhood

Posted on December 13, 2008.

Unicef ReportI read with no surprise the results from the Unicef report, and the resultant reporting in the Times yesterday (11th December 2008). When all the hype and comment has been cleaned away the nugget of truth left is that a child from a disadvantaged background does not benefit from poor quality day care. Hardly earth shattering. Maria Montessori had spotted this over 100years ago. More recently the EPPE research has proved it. 

The interesting part for me was that the Times had chosen to dedicate two full pages and a half page of comment to this. There were even references to research – EPPE appears on both for and against childcare, again demonstrating a balanced piece of research. You do have to read to the penultimate paragraph before you come to the obvious conclusion –

 “Either the Government must help these mothers to recognise that looking after their young children is a serious job or they must provide these children from deprived backgrounds with highly skilled, well-paid nursery teachers who can help to improve their chances in life not damage them.” http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article5321347.ece

(As an EYP I am assuming here that the author, Alice Thomson, is referring to a ‘teacher’ as all those who educate and care for early years children).

This did give me great hope that the discussion about early years education is becoming news worthy and of interest to the general public. If nothing else it prompts the questions which may be asked by parents – is my nursery/childcare arrangement of sufficiently good quality? Of course, demographics tell us that those parents who are most likely to be reading the Times have already worked this out for themselves. Those parents who need the help to identify a quality setting have been missed again.