Siraj-Blatchford et al. described Sustained Shared Thinking (SST), as “An episode in which two or more individuals ‘work together’ in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative etc. Both parties must contribute to the thinking and it must develop and extend.”
From an early years perspective, SST requires quality enabling environments, where adults and children effectively engage and learn together, with deep levels of involvement and high quality interactions. SST involves conversation, talking, sharing ideas and concepts, and being totally absorbed in the discussion, activity or problem-solving scenario. Simply put, it is an exchange of knowledge allowing children to share their experiences and thoughts in a deeply engaged way.
SST allows adults and children to explore their natural curiosity and creativity, developing and extending understanding through shared conversation, questions and perspectives. Research tells us that sustained shared thinking is fundamental to supporting children’s learning, critical thinking and holistic development. By being totally absorbed in the conversation, the play, the moment, with a genuine interest, the child and adult learn together.
Knowing the benefits that sustained shared thinking can offer children, is it possible to use the concepts of SST in our practice as leaders? Can we take the principles of SST to develop our teams, our cultures and our leadership?
We know that sustained shared thinking can happen at anytime. The only prerequisites are time and a desire to be invested in the conversation. SST can be in small groups or on a one to one basis, so is there a possibility that SST could enhance small team meetings, coaching sessions or supervisions perhaps? What is important is a real meeting of minds. How many times have you pondered over a concept with another leader and felt like you could discuss the pros and cons, the highs and lows, the benefits and consequences all day long? This is SST in action. During this sustained shared thinking, both parties should learn and when finished, the SST should have had a profound impact on the thoughts, feelings, knowledge or behaviour of those engaged. As an adult, you may feel the connection, the depth at which the discussion has taken place, the feeling of a new understanding or perspective maybe. As a leader, imagine having a deeply profound discussion with a member of your team, coaching them through a problem and learning more about them and possibly yourself at the end of the conversation!
In early years practice, sustained shared thinking gives practitioners an opportunity to see a child’s world through their eyes. So much can be discovered during SST with a child, from their levels of understanding, to their sense of self. As a leader, SST with your team can help you to learn so much about them, their levels of understanding, their ways of learning, their future plans, and their image of themselves. By engaging in sustained shared thinking with your practitioners, you will model the behaviour you hope to see from them as a team, challenging each other, listening and considering different perspectives, opinions and points of view, developing new knowledge along the way. We are never too old to learn something new after all!
So, while you’re thinking about supporting SST in your settings day to day practice, consider how you can provide more opportunities for sustained shared thinking amongst your staff team too, and watch as their knowledge and confidence soars!