Abstract
The concept of sustained shared thinking is explored as a pedagogical tool used to foreground collaboration, creativity and imagination in children’s learning and play. Research by Professor Siraj-Blatchford (2009), on the quality of early childhood pedagogy and curriculum for young children’s learning and development, has shown that the most effective learning interactions with children occur when sustained shared thinking is evident. This chapter discusses the relationship between the educator and the child while playing and how educators are able to sustain conversations and thinking with children during episodes of play. We look at the concept of sustained shared thinking as a pedagogical tool in both family and preschool contexts.
…an effective pedagogic interaction, where two or more individuals ‘work together’ in an intellectual way to solve a problem, clarify a concept, evaluate activities, or extend a narrative
(Siraj-Blatchford 2007, p. 18).
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Ridgway, A., Quiñones, G., Li, L. (2015). Sustained Shared Thinking in Pedagogical Play. In: Early Childhood Pedagogical Play. Springer, Singapore. https://doi.org/10.1007/978-981-287-475-7_4
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DOI: https://doi.org/10.1007/978-981-287-475-7_4
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