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 a shared goal of the task at hand. The task can range from the metaphysical, such as 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. It must also develop the 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 than 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 learning that it has the potential to provide, all individuals involved must be fully immersed in 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 focus on the other person enabled an individual a unique opportunity 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 develop 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. 

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 status 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 in 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 this is that the EPPE Project findings are seen to hold a high level of validity and reliability. 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 assumptions, assertions and recommendations for the development of early years pedagogy. 

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 the learning and development of new and developing knowledge, skills and behaviours. 

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

Promoting Sustained Shared Thinking  

The promotion of Sustained Shared Thinking can be divided up into four sections. Each of these sections 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 on the idea that the More Knowledgeable Other will guide the thought process of the others through the use and explanation of their own ideas and thinking of the task at hand. This is done in an attempt to get 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 followed by either modelling or countering in an attempt 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 remind 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.