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 ⇒ Level 3 Diploma for the Early Years Educator ⇒ Unit 3.6: Develop emergent mathematical skills of children ⇒ Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent mathematical development

Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent mathematical development

Qualification: Level 3 Diploma for the Early Years Educator
Unit: Unit 3.6: Develop emergent mathematical skills of children
Learning outcome: 4 Understand the role of the Early Years practitioner in relation to supporting children’s emergent mathematical development
Assessment criteria: 4.3 Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent mathematical development

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  • Sustained Shared Thinking is a learning strategy whereby multiple individuals collaborate to explore a topic of interest or solve a problem
  • Early Years Practitioners should provide opportunities for sustained shared thinking as part of a child’s emergent mathematical development
  • E.g. Explaining that there are 6 children but only 3 paintbrushes and discussing with the children how they could ensure that all children have a chance to paint
  • E.g. If there are 3 children and each child can have 1 biscuit, how many biscuits need to be baked altogether?
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1 thought on “Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent mathematical development”

  1. To support opportunities for emergent maths development relating to SST, practitioners could:
    – Promote activities which involves sharing ideas
    – Promote child led based play
    – Base activities on child’s interests
    – Ask children open ended questions: connect the question to what they are doing and to find something out.

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