This guide will help you answer 4.3 Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent mathematical development.
Early Years practitioners play an essential role in fostering children’s emergent mathematical development. One effective way to do this is through sustained shared thinking. This involves engaging in deep, meaningful, and extended conversations with children. During these interactions, practitioners and children think and solve problems together.
What is Sustained Shared Thinking?
Sustained shared thinking occurs when two or more individuals work together to explore an idea or solve a problem. It’s more than just a conversation; it’s a reciprocal and interactive process. Both parties share and build on each other’s thoughts.
In the context of early years, it means that the practitioner and child engage deeply with a subject. The practitioner listens, responds, and asks questions in a way that encourages the child to think further and explore different perspectives.
The Role of the Early Years Practitioner
The role of an Early Years practitioner in sustained shared thinking is multi-faceted:
- Observer: Monitor children’s play to identify opportunities for mathematical development.
- Facilitator: Create an environment that encourages exploration and curiosity.
- Guide: Ask open-ended questions that provoke thought.
- Partner: Share in the child’s discovery process, contributing ideas and solutions.
Creating Opportunities for Sustained Shared Thinking in Mathematics
Observation and Interaction
Observation is critical. It helps you identify situations where mathematics can be integrated. For instance, if children are building with blocks, notice if they are counting, sorting, or creating symmetrical patterns.
Engage with them by asking questions such as:
- “How many blocks are you using?”
- “Can you find a block that is longer/shorter?”
These questions prompt the child to think about numbers, shapes, and measurements.
Open-Ended Questions
Open-ended questions facilitate a deep level of thinking. Instead of questions that have a yes or no answer, ask those that require explanation or elaboration. Examples include:
- “What happens if we add another block?”
- “How do you know there are ten blocks?”
Such questions require children to explain their thought process, which reinforces their understanding.
Practical Activities for Mathematical Development
Everyday Routines
Integrate mathematics into daily routines. Count steps together when walking to the playground. Discuss shapes and patterns found in everyday objects. During snack time, discuss the number of apple slices or how to share them equally.
Play-Based Learning
Children learn best through play. Use various play-based activities to introduce mathematical concepts:
- Block Play: Encourage discussions about size, shape, and numbers while building.
- Role-Playing: Set up a shop where children can use play money to buy and sell items. Discuss concepts like addition and subtraction.
- Cooking Activities: Involve children in measuring ingredients. Discuss quantities and volumes.
Storytime
Choose books that incorporate counting, patterns, and problem-solving. After reading, discuss the mathematical concepts found in the story. For example, if a character in a book collects seashells, talk about how many they found and what shapes they are.
Encouraging Mathematical Language
Mathematical language is crucial for development. Regularly use terms such as more, less, equal, heavier, lighter, before, after, etc. Encourage children to use these words in their explanations.
Example Interaction:
Child: “I think I need more blocks.”
Practitioner: “How many more blocks do you think you need? Can you count the blocks you have already?”
Through such exchanges, children not only practise counting but also get used to mathematical vocabulary.
Building Confidence and Encouraging Exploration
Children need to feel confident in their abilities. Encourage them to take risks and explore different solutions without the fear of being wrong. Celebrate their efforts and successes to build a positive attitude towards learning mathematics.
Reflective Practice
After engaging in sustained shared thinking activities, reflect on the experience. What worked well? What could be improved? This will help you adapt and find better ways to integrate mathematical thinking into everyday activities.
Modelling Thinking Processes
As an Early Years practitioner, model how to think logically and methodically. Talk aloud about your thought processes during activities. For instance, when sorting objects by size, verbalise your reasoning: “I’m putting the biggest one here and the smallest one there.”
Collaboration and Shared Learning
Encourage children to work in pairs or small groups. This fosters peer learning and enables them to see different problem-solving approaches. Guide them to discuss their strategies and outcomes with each other.
Incorporating Technology
Use age-appropriate apps and digital tools that promote mathematical thinking. These can offer interactive and engaging ways for children to practise skills like counting, sorting, and pattern recognition.
Conclusion
Providing opportunities for sustained shared thinking is instrumental in supporting children’s emergent mathematical development. As an Early Years practitioner, your role involves observing, interacting, guiding, and engaging with children in meaningful ways. Through everyday routines, play-based activities, and thoughtful questioning, you can foster a deep understanding and appreciation of mathematical concepts. By modelling thinking processes and encouraging collaboration, you help children build the confidence and language skills they need to thrive in mathematics. Remember, your active involvement and reflective practice are key to making these learning experiences successful.
