Sustained shred thinking

CACHE Level 3 Diploma for the Children and Young People’s Workforce
Evidence Record
Learner name
Emily Boddington
CACHE PIN

ULN

Assessor name
Hillary Letts

Assessment method

Direct observation
Professional discussion
Reflection on own practice
Expert Witness evidence

Learner’s plans / records

Recognition of prior learning

Other (please state)

Recording of evidence

Unit
Assessment
criteria

Sustained shared thinking can be considered as a extebded conversation with children which helps the child devlop an idea. When communicating with children we can promote their development. Sustained shared thinking helps children to reach conclusions and explore different concepts at a deeper level. It also gives children the opportunity to process information and make connections with things.

For sustained shred thinking to take place, ce=hildren need to be concentrating and very interested in what they are doing. We as practiitoners can plan activities that enable these types on conversation to atke place.

An example of sustained shared thinking is at placement we went outside. We got all the childrens coats on, all of a sudden it started raining heavily. We had to take the children back inside. A little girl came up to me and said “I have my hood up but I am still getting wet, why?”. I told her that her hood had a hole in it therefore the water was going through her hood. The little girl tells me that her sister has a spare coat that she may be able to borrow. I tell her that it may be to big, but she runs off and gets it. When she comes back I put it on the girl, she shook her head and said that it was far too small.

EYMP2

4.2

Authenticity Statement (Reflective Accounts Only)

I confirm that this is a true account of work undertaken by the candidate and reflects the practices of the setting

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Internal quality assurance (as appropriate)

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