What is Sustained Shared Thinking in EYFS?

Sustained shared thinking is an approach where both the adult and the child work together in a meaningful way, to develop a deeper level of thought and understanding. It happens when two or more individuals engage in an extended conversation or activity, where ideas are built upon and thinking is stretched. This is not just about giving answers, but about encouraging curiosity, reasoning, and creativity. In the Early Years Foundation Stage (EYFS), it is considered a valuable way to support children’s learning and development through active engagement.

It involves the adult listening carefully, responding thoughtfully, and adding ideas or resources to keep the thinking going. The child is supported to express thoughts, explain reasoning, ask questions, and think about problems from different angles. It is called “sustained” because it continues for a meaningful period of time, not just a quick exchange. It is “shared” because both adult and child are contributing ideas, with a sense of mutual respect, rather than one person leading while the other simply follows.

What is the Purpose of Sustained Shared Thinking?

Sustained shared thinking allows children to develop cognitive skills such as reasoning, analysing, predicting, and problem-solving. It is about laying the groundwork for independent thought, while still providing the scaffolding of an experienced partner in conversation. This approach supports the wider goals of EYFS by encouraging language development, confidence, and curiosity.

By actively taking part in extended thinking, children learn how to organise their ideas, make links between concepts, and consider different possibilities. They do not simply receive information, but are encouraged to explore and test their own theories. This helps them to become active participants in their own learning.

How it Happens in Everyday Practice

Sustained shared thinking can take place in almost any part of the day. It might occur during water play, while building with blocks, reading a story, or exploring outdoor nature. The important point is that the adult and child are thinking together about something in a deeper way.

For example, a child building a tall tower of blocks might wonder how high it can go. Instead of simply telling the child about balance, the adult could ask what they think will happen if more blocks are added. They might suggest different shapes or sizes to test. Together, they might compare what works best, ask why the tower fell, and think about what they could adjust next time. The adult does not have all the answers ready, but is working alongside the child to find them.

Role of the Adult in Sustained Shared Thinking

The role of the adult is central to creating opportunities for sustained shared thinking. This means they should be prepared to listen attentively, ask thoughtful questions, and respond in ways that help extend the discussion.

Key elements for the adult include:

• Showing genuine interest in the child’s ideas
• Allowing the child time to think and respond
• Offering prompts instead of direct instructions
• Building on what the child says rather than changing the topic
• Providing resources or experiences to support the child’s exploration

An adult practising sustained shared thinking avoids dominating the conversation. They focus on guiding the child to develop their own answers, rather than simply delivering information.

Encouraging Language Development

Language plays a large role in sustained shared thinking. Through ongoing dialogue, children expand their vocabulary, learn sentence structures, and practise expressing thoughts clearly. Discussions offer a rich context for word learning, as new terms are linked directly to what the child is experiencing.

Adults can encourage this by:

• Rephrasing the child’s statements with added descriptive words
• Introducing new vocabulary within meaningful contexts
• Encouraging the child to explain what they are doing or what they think will happen
• Asking open-ended questions that require more than a yes or no answer

This continual exchange strengthens not just language, but the confidence to communicate ideas effectively.

Linking to Problem Solving

One of the strongest benefits of sustained shared thinking is the way it promotes problem-solving. As children encounter challenges, they develop the capacity to think through possible solutions. The adult can support this without taking over, by guiding the thought process.

For example, during outdoor play, a child might want to make a bridge from wooden planks. If it is unstable, the adult could ask why the child thinks it wobbles. Together, they might test different placements, compare widths, and discuss how weight affects stability. The thinking is sustained as they return to the problem in different ways, linking ideas across experiences.

Creating the Right Environment

Sustained shared thinking thrives in an environment that values curiosity, experimentation, and conversation. This means having spaces with interesting materials, varied resources, and opportunities for open-ended play. Children need time to explore without rushing, so they can return to ideas and develop them further.

Adults can plan for this by:

• Making sure the day includes periods of uninterrupted play
• Creating areas where children can revisit projects over several days
• Incorporating materials that can be used in different ways
• Offering challenges that encourage deeper thinking without dictating the approach

When the physical environment supports exploration, it is easier for conversations and joint thinking to happen naturally.

The Importance of Listening

Listening is as important as speaking in sustained shared thinking. The adult must be fully engaged with what the child says, both verbally and through actions. This means paying attention without distraction, showing through facial expression and body language that the child’s ideas matter.

By listening closely, the adult can respond in ways that feel connected to the child’s thoughts. They can reflect the child’s words back, rephrase ideas, and show they value the contributions. This active listening builds trust, making it more likely the child will share more thoughts.

Examples of Sustained Shared Thinking in Action

Here are some practical examples:

• During a nature walk, a child notices a snail. The adult asks what the child thinks snails eat. Together, they look around for possible foods, talk about where snails live, and think about why the shell is useful.
• In role play, children pretend to run a café. The adult asks how they will decide what’s on the menu, how much things cost, and what happens if they run out of an ingredient.
• While drawing, a child says they are making a map. The adult asks where the map leads, how someone would read it, and whether landmarks should be added for guidance.

Each of these examples shows conversation extended through shared interest, encouraging reasoning and creativity.

Benefits for Social and Emotional Development

Sustained shared thinking supports social skills by teaching children how to listen, respond, and take turns in conversation. It helps them learn to respect other people’s ideas, which promotes cooperation and empathy.

Emotionally, it gives children a sense of value. When their ideas are acknowledged and built upon, they gain confidence in their thinking skills. This leads to resilience, as they see challenges as problems that can be worked through with support.

Tips for Practitioners

To make sustained shared thinking an everyday part of work with children:

• Value children’s ideas, even if they seem unusual at first
• Use open-ended questions like “What do you think might happen next?”
• Be willing to follow the child’s lead in conversation
• Avoid rushing to solutions – let the thinking process unfold
• Use play and real-life contexts for more meaningful discussions

By approaching interactions with curiosity, adults can create moments where thinking is shared and sustained in a natural way.

Measuring Success

Success in sustained shared thinking is not about reaching a single correct answer. It is about the quality of the interaction and the engagement of the child. Rich dialogue, thoughtful questioning, and collaborative problem-solving indicate that sustained shared thinking is taking place.

Practitioners can look for signs such as:

• Extended periods where the child is engaged in dialogue
• Evidence of the child developing ideas across time
• The child returning to a problem or concept with new thinking
• Both adult and child contributing to ideas rather than one leading entirely

Final Thoughts

Sustained shared thinking is a method of working with children that values their ideas and encourages deeper engagement with learning. It takes place through meaningful conversations and shared problem-solving, with both adult and child contributing equally. By creating an environment that promotes exploration, asking thoughtful questions, and listening carefully, adults can help children develop language, reasoning, and confidence.

This approach supports the overall aims of EYFS by giving children the skills they need to think independently, connect ideas, and enjoy learning as an active, shared process.