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

  • 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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    Study Bullets ⇒ 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