Data, knowledge, action: Exploring sustained shared thinking to deepen young children’s learning

Funding year: 
2019
Duration:
2 years
Organisation: 
Massey University
Sector: 
ECE sector
Project start date: 
January 2019
Project end date: 
March 2021
Principal investigator(s): 
Dr. Tara McLaughlin
Research team members: 
Lynda Hunt, RKA; Sue Cherrington, Victoria University of Wellington; Karyn Aspden, Massey University; Megan Edwards, Gaylyn Campbell and Robyn Vine-Adie, RKA and Claire McLachlan, Federation University Australia
Research partners: 
Ruahine Kindergarten Association; Victoria University of Wellington; Massey University, Federation University

Brief Description

Building on teachers’ aspirations to promote high-quality teacher-child interactions in play and support children’s communication and exploration, this collaborative project explores the nature of teacher-child sustained shared thinking (SST) in two kindergartens. Internationally, research suggests SST is critical for high-quality pedagogy as a pathway to deepen children’s learning. Research also shows SST can be complex and nuanced. To address this complexity, the project uses innovative data tools to investigate periods of teacher-child SST with a focus on extending these powerful interactions. The research aims to contribute knowledge and practical strategies that strengthen SST to enhance positive outcomes for all children.