What is Sustained Shared Thinking? 

Sustained Shared Thinking can be described as a period of time in which two or more individuals are working together both holding concentration on a specific task and working collaboratively to co-construct knowledge, skills and behaviours. Sustained Shared Thinking can only occur if both individuals are equally developing, promoting and maintaining the thinking which is focused on collective understanding and shared goal of the task at hand. The task can range from the metaphysical, such a conversation around a shared problem or topic of interest to an actual physical endeavour. 

Sustained Sharing thinking as mentioned above is a mutual partnership where each individual engages with one another however it is not enough for them to just sustain their shared thinking and activities but it must also develop knowledge, skills and behaviours of those involved in order to be considered Sustained Shared Thinking. When cared out correctly it can allow for effective and high quality learning to take place, which is of a higher standard then if the learning was conducted in a solitary manner.

Furthermore, in order for Sustained Shared Thinking to occur and enable the effective and high quality of learning that it has the potential of providing then all individuals involved must be fully immersed within the task. This requires all individuals to be able to provide and hold a prolonged and absorbed focus on one another and the task at hand. These prolonged and absorbed focuses on the other person enabled an individual unique opportunities to see and understand the world through the perspective of another person. As well as this, the individuals within the Sustained Shared thinking are also able to development and promote softer and harder to traditionally taught knowledge, skills and behaviours such as social interaction, creative and critical thinking and the processing and understanding of factual information.

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The Research

The term Sustained Shared Thinking has its origins within the Researching Effective Pedagogy in the Early Years Project (REPEY) that concluded and shared its findings in 2002. However, it wasn’t until two years later that it began to gain an elevated states within early years and educational pedagogical practice when It was then used and promoted in the Effective Provision of Pre-School Education (EPPE) in 2004. These projects and research have since been cited and used to inform the formation of the Early Years curriculum with England known as the Early Years Foundation Stage. 

One of the reasons that the idea of Sustained Shared Thinking has gained such notoriety is due to the practical application and understanding that is held with it. One of the reasons for is that the EPPE Project,  holds a high level of validity and reliability in regards to its findings. This is because during the study it observed around 3000 children as they moved from preschool to school. This made it one of if not the largest study of its kind to have been undertaken in educational research. The observations identified as stated by the EPPE project the “quality of adult–child verbal interactions’ as a critical component in effective early childhood programs”. With regard to the number of participants within the project provides it with a broad and varied data pull to develop valid assumption,  assertions and recommendation for the development of early years pedagogy.

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Links to theory

Similarities between Sustained Shared Thinking and that of Social Constructive Vygotsky can be made from the ideas focus on the need and use of another person or a More Knowable Other to support in the learning and development process of new and developing knowledge, skills and behaviours.

Another link to theory comes from that of Bruner whom has also shared ideas that reflect the understanding of Sustained Shared Thinking. Within his work this was know as a has Joint Involvement Episodes. The difference here between that of Vygotsky is that Bruner is focusing on the ‘episode’ itself and how this support in the development of a greater understanding of a specific knowledge, skill or behaviour whereas Vygotsky focused on the involvement of the More Knowledgeable Other in this development.

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Promoting Sustained Shared Thinking 

The promotion of Sustained Shared Thinking can be divided up into four section. Each of these section focuses on a different aspect of coordinated interaction with the aim of co-constructing knowledge, skills and behaviours. These are;

Modelling thinking 

Modelling thinking is based around the idea that the More Knowledgeable Other will guide the thought process of the others thought the use and explanation of their own ideas and thinking of the task at hand. This is done with the attempt of getting the others to follow them in their understanding.  

Reflecting on actions, thoughts and opinions

This is where the More Knowledgeable Other will encourage others within the group to reflect on the impact of past actions, thoughts and opinions and compare them to the current thinking. This is often then followed by either modelling or countering in an attempted to shape and steer the actions, thoughts and options of the group.

Repeating actions, thoughts and opinions

This is where the More Knowledgeable Other will reiterate the current thinking of the group. This is used to reminded the others of what has been thought, shared and discussed as well as the individual contribution of the individual members. This is done to shape and steer the actions, thoughts and options of the group.   

Countering actions, thoughts and opinions

This is where the More Knowledgeable Other will routinely challenge the thinking of the others within the group by providing opposing or differing actions, thoughts and opinions which are designed to promote internal and external discussion around the current understanding of the topic.