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ERIC Number: EJ1098215
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0300-4279
Sustained Shared Thinking in an Early Childhood Setting: An Exploration of Practitioners' Perspectives
Purdon, Anne
Education 3-13, v44 n3 p269-282 2016
Sustained shared thinking (SST) has been identified in the Teachers Standards (Early Years) (2013) as contributing to good progress and outcomes by children. In this paper, I define SST and discuss the outcomes of a study of practitioners' understandings of SST, its challenges and benefits. Writing frames, questionnaires and focus group interviews were used with 19 practitioners. SST was considered a child-initiated interaction with links to co-construction. The interaction occasioned deep-level learning in children, who were often totally absorbed and showed learning which was "sustained" over time. Implications are highlighted, especially the need for additional training in using SST.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A