Intentional teaching and sustained shared thinking

Intentional teaching and sustained shared thinking

Associate Professor Sue Cherrington (Victoria University of Wellington) and Dr Tara McLaughlin (Massey University) discuss how early childhood teachers and practitioners can be intentional in their teaching, with a particular focus on the concept of sustained shared thinking.

To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.

Topics discussed in this webinar

Times shown in minutes and seconds from the start of the video

1.05 What is intentional teaching and how might we recognise intentional teaching in practice?
4.25 Intentional teaching and child-centred curriculum
8.49 What is sustained shared thinking and why is it an important pedagogical strategy?
12.35 How teachers can encourage sustained shared thinking
20.43 The difference between sustained shared thinking and co-construction
23.25 ‘Rough draft’ and ‘final draft’ speech
26.07 How environment contributes to intentional teaching
30.00 Preparing questions and language to use in play areas
33.01 Sustained shared thinking with infants and toddlers
36.42 Planning for sustained shared thinking
41.42 Concluding comments and challenges

Questions for exploring the key ideas from this webinar

  • What kinds of intentions do you have when you interact with individual children in your setting?
  • In what contexts do you think it might be useful to support children’s thinking by using “rough draft” speech?
  • How and when might you plan interactions with children as a way to support their learning, rather than / alongside planning environments and experiences?
  • How supportive are your organisational practices and teamwork for enabling teachers to pursue sustained shared thinking with children? How might you improve these aspects?
  • What might you intentionally try tomorrow / this week in your setting to encourage more sustained shared thinking interactions?

Further reading

Siraj, I., Kingston, D. & Melhuish, E. (2015). Assessing Quality in Early Childhood Education and Care: Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale for 2-5-year-olds Provision. London, United Kingdom: Trentham Books.

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