What is Sustained Shared Thinking in Early Years

Sustained shared thinking is a teaching and learning approach used in early years settings. It happens when two or more people work together to solve a problem, clarify an idea or extend a concept. This type of thinking often takes place between a child and an adult but can also happen between children. It is called sustained because it lasts for a period of time and shared because both people contribute equally.

It is more than simply answering a question. It is a genuine exchange where both parties listen, speak and think together. It is an active process where each person’s thoughts influence the thinking of the other.

Key Features of Sustained Shared Thinking

For thinking to be sustained and shared, certain elements are present.

• The interaction is genuine and purposeful
• Both people contribute ideas or questions
• The discussion continues over time, rather than ending quickly
• Listening, questioning and responding are balanced
• Mutual respect is shown during the exchange

In practice, sustained shared thinking means the adult does not just give the answer. Instead, they explore the idea with the child, encouraging them to think more deeply and offering support to build understanding.

Why It Matters in Early Years

Sustained shared thinking supports many areas of learning. In the Early Years Foundation Stage (EYFS), it is linked to Communication and Language, Personal, Social and Emotional Development, and Understanding the World.

It matters because it:

• Builds language skills through rich conversation
• Encourages problem-solving and reasoning
• Develops concentration and persistence
• Supports confidence in sharing ideas
• Helps children make connections between concepts

It is known to promote higher-level thinking skills because it requires children to engage, question, predict and evaluate.

Examples of Sustained Shared Thinking

Examples in early years can include:

• Exploring how a block tower fell down and discussing ways to make it stronger
• Talking together about a story and predicting what might happen next
• Investigating why ice melts and thinking about where it might melt more slowly
• Working out how to share resources fairly during play

These situations show that sustained shared thinking is not restricted to planned activities. It often happens naturally in everyday play and routines when the adult is ready to join the child’s thinking process.

Strategies to Encourage Sustained Shared Thinking

Adults in early years settings can encourage sustained shared thinking using several strategies.

• Ask open-ended questions
• Give children time to think before replying
• Share curiosity about a topic with the child
• Extend the child’s ideas by adding new information or asking linked questions
• Use comments instead of questions to invite thinking
• Repeat or reframe the child’s idea to check understanding

Open-ended questions are especially useful because they invite longer responses. Examples include “What do you think will happen if we add more water?” or “How could we make this taller?”.

Role of the Adult in Sustained Shared Thinking

The adult’s role is active and responsive. Rather than leading every aspect, the adult listens carefully to the child’s ideas. They respond in ways that deepen the discussion.

Key responsibilities for the adult include:

• Observing when a child is ready for deeper engagement
• Respecting the child’s viewpoint and encouraging them to expand their thinking
• Offering prompts without taking over
• Using conversation to connect learning to past experiences
• Encouraging persistence by showing interest

Adults often need to be flexible with their plans to make space for sustained shared thinking moments.

Creating the Right Environment

Children are more likely to take part in sustained shared thinking when they feel safe, valued and listened to. The environment plays a role in this.

Practical ways to encourage it in the environment include:

• Providing open-ended resources for play such as blocks, natural materials and loose parts
• Making time in routines for uninterrupted play
• Creating small-group or one-to-one moments
• Placing adult seating close to play areas so staff can join discussions when appropriate

If the setting is calm and relationships are strong, children are more willing to share ideas and explore concepts with others.

Linking Sustained Shared Thinking to EYFS Outcomes

The EYFS highlights sustained shared thinking in guidance for quality interactions. It can help children:

• Extend vocabulary and sentence structure
• Gain skills in reasoning and critical thinking
• Learn how to express opinions respectfully
• Apply knowledge to new situations

For example, in maths, it can help children compare sizes, quantities and patterns. In literacy, it can deepen understanding of plot and character. In Understanding the World, it can support scientific thinking and exploration of how things work.

Observing and Assessing Sustained Shared Thinking

When assessing children’s learning, practitioners often look for evidence of sustained shared thinking. Observations might record:

• The child and adult engaged for a period of time
• The child responding with ideas rather than single words
• The adult asking further questions or giving prompts
• Clear development in the child’s understanding during the exchange

Written observations help the setting plan next steps for learning based on each child’s responses and interests.

Common Challenges

Some challenges can arise:

• Adults giving quick answers rather than exploring ideas
• Time constraints in the setting
• Children lacking confidence to share ideas
• Noise and interruptions affecting concentration

To address these, staff can remind themselves to slow down and stay in the moment. Encouraging quieter spaces or using small-group times can help children focus. Confidence can grow when adults listen fully and show that all ideas have value.

Training and Support for Staff

Quality sustained shared thinking depends on skilled staff. Training can help practitioners learn how to:

• Spot opportunities during play
• Use questioning effectively
• Respond without over-directing the child
• Value children’s contributions in any subject area

Staff can reflect on examples from their own practice and share strategies that worked well in team meetings. Peer observation can give insight into how others engage with children.

Supporting Diverse Needs in Sustained Shared Thinking

Children vary in how they communicate and process ideas. Adults may adapt approaches for children with speech and language delays, special educational needs or those learning English as an additional language.

Ways to adapt include:

• Using visual prompts or objects to support discussion
• Allowing longer pauses for thinking and responding
• Accepting non-verbal contributions such as gestures or pointing
• Building on familiar topics from the child’s own experience

This ensures all children can take part in shared thinking at their own level.

Recording Sustained Shared Thinking for Evidence

In the context of the Level 3 Diploma, you might be asked to demonstrate that you have carried out sustained shared thinking in practice. Evidence could include:

• Observation records showing child and adult dialogue
• Photographs of activities linked to discussion outcomes
• Planning notes showing how the interaction led to next steps

Recording the details of what was said and how ideas developed is important for assessment.

Benefits Beyond the Early Years

Though the focus is on early years, skills developed through sustained shared thinking benefit children throughout their education and life.

These skills include:

• Thinking logically and creatively
• Communicating clearly
• Working in partnership with others
• Considering different perspectives

Children who learn to engage in this type of thinking may be better prepared for problem-solving in later schooling.

Promoting a Culture of Shared Thinking in Your Setting

To make sustained shared thinking a routine part of your setting’s culture, staff can:

• Value curiosity and active learning in daily planning
• Make space for spontaneous discussion during play
• Provide varied opportunities for children to explore and question
• Celebrate children’s ideas publicly to build confidence

When children see that their thoughts are important, they become more eager to engage in these exchanges.

Final Thoughts

Sustained shared thinking is one of the most effective ways to support deep learning in young children. It happens when adult and child join minds to explore an idea together. Time, respect and genuine interest are the foundations of this process.

For early years educators, nurturing sustained shared thinking means slowing down enough to notice children’s ideas. It means asking questions that invite longer thought. It means listening without rushing to a conclusion. By making these moments part of daily practice, you help children build the skills they need for the rest of their learning life.