Creativity, Communication and Collaboration: The Identification of Pedagogic Progression in Sustained Shared Thinking

By I. Siraj‐Blatchford. 2007

143 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2f3c40127230d383ab65300683c19f470eb871e9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Preschool teaching in Sweden – a profession in change (2011, background): “Siraj-Blatchford (2007) argues that creativity, communication and collaboration are all combined in the pedagogical approach that she terms ‘sustained shared thinking’ and which, she suggests, is ‘an effective pedagogic interaction, where two or more individuals ‘work together’ in an intellectual…”
Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective (2009, background): “But these findings have led to a series of engagements with the theoretical literature (Siraj-Blatchford, 2007, 2008), of which this paper may be considered another.”
Pedagogical positioning in play – teachers being inside and outside of children's imaginary play (2015, background): “…in sustained collective play with groups of children There is a body of research in the UK that shows the importance of sustained and shared conversations with children for supporting children’s learning (Siraj-Blatchford, 2007) and for supporting the development of their play (Hakkarainen (2010)).”
Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning (2013, unknown): “This research has included the development of important ideas such as the notion of sustained-shared thinking (Siraj-Blatchford, 2007), co-constructing knowledge (Jordan 2009), and the development of contextual inter-subjectivity (Fleer, 2010) between children and adults during play to support…”
Child-initiated play and professional creativity: enabling four-year-olds' possibility thinking (2012, background): “Evident in both episodes is also sustained dialogue, not only with the adults but between the children and themselves, evidencing profound pedagogic interaction where collaboration extends a shared narrative; or ‘sustained, shared thinking’ (Siraj-Blatchford, 2007, p18).”
‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education (2011, background): “Indeed longitudinal research in the United Kingdom (Siraj-Blatchford, 2007, 2009) has shown that early childhood programs which have a major impact upon children’s achievement in later school learning have had interactions between children and teachers where ‘shared sustained thinking’ occurs within”