Silkysteps early years forum - planning ideas for play - Define sustained shared thinking and storing babies formula and breast milk?

Hi, from the DoH there is:

Guidance for health professionals on safe preparation, storage and handling of powdered infant formula - on this page, information about the different types of infant formula here and chapter 1 pages 16 - 19 of Birth to Five

'sustained shared thinking' is a phase used in the EPPE project - Kathy Sylva et al, it describes the bond of thought a practitioner has with an individual child and children. The importance is that it maintains an interest and a focus on what's happening, provides opportunities for language & communication and enables the introduction of a range of ideas & items that can change or adapt the learning or invistagation that's occuring which supports cause and effect - outcomes, critical thinking skills wikipedia.

Sustaining shared thinking amazon

Shared thinking could be viewed as activities of joint interest or taking an interest in what children or a child is doing, spending time and being motivated enough to stay with a child/ren as they engage with resources, the problem in hand, the potential solutions. I feel this also extends to a child's background, hobbies, preferences and how it's possible to enjoy, expand and explore those areas together with differing levels of focus, engagement and interaction.

Sustaining shared thinking is an idea that could be applied to the phone call made to a family member asking what a child would like for their birthday present. It provides a link that supports the ability to communicate and is a common point of interest that where maintained is a commitment for wanting to be involved.

Source page 5 and 6 of the final report brief

Quote:

1. The quality of adult-child verbal interactions.

More ‘sustained shared thinking’ was observed in settings where children made the most progress.

‘Sustained shared thinking’ occurs when two or more individuals ‘work together’ in an intellectual way to solve a problem, clarify a concept, evaluate an activity, extend a narrative etc.

Both parties must contribute to the thinking and it must develop and extend the understanding. It was more likely to occur when children were interacting 1:1 with an adult or with a single peer partner and during focussed group work. In addition to sustained shared thinking, staff engaged in open-ended questioning in the settings where children made the most progress and provided formative feedback to children during activities.

Adult ‘modelling’ skills or appropriate behaviour was often combined with sustained periods of shared thinking; open-ended questioning and modelling were also associated with better cognitive achievement.

RECOMMENDATION: Encourage episodes of ‘sustained shared thinking’ with the children.

Hth