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?
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.