ABSTRACT
This chapter focuses on key ideas introduced through Vicky McEwan's descriptions of encounters between adults and babies, how human beings are pre-programmed to interact and share experiences with those who are familiar to them. It explores how sustained shared thinking can be developed and extended by using increasingly sophisticated and abstract scaffolding, and how it supports metacognition, which develops as children find it necessary to explain, describe and reason about their thinking and experiences with others. The chapter offers a range of factors and approaches to consider when initiating and responding to children in episodes of sustained shared interaction and conversation. It emphasises the need for practitioners themselves to engage in opportunities for sustained shared professional dialogue and debate, and gain understanding about their children to support the development of reflective practice. The author has recognised the value of knowing the children; knowing the children appears to ensure that we fully appreciate children's unique characteristics of effective learning.
