25th January 2025 Early Years Foundation Stage All Posts

Open-Ended Questions and Sustained Shared Thinking in Early Years

Let’s explore open-ended questions and sustained shared thinking in early years education—how we use them as educators and what they mean for children’s learning and development.

Educators play an important role in supporting children’s learning and development. We offer encouragement, comfort, information, and guidance through our interactions. 

In our previous blog, What Are Teachable Moments in Early Years Education?, we discussed the value of asking open-ended questions, it concluded that one of the most valuable things we do as educators is engage in meaningful conversations with children. These interactions, strengthen our relationships with them and are essential for sparking teachable moments and supporting learning. However, some educators feel there’s a delicate balance between asking questions to promote learning and unintentionally interrupting children’s play.

When deeply engaged in an activity, children are focused and concentrated on learning. Sometimes, we can distract them by stepping in with questions at the wrong moment which can shift their attention away from their play to thinking about our questions instead. While our intentions are good, we might inadvertently disrupt the very learning we’re hoping to support.

How do open-ended questions help sustained shared thinking

Although open-ended questions can be overused or used at the wrong time, they are important for encouraging sustained shared thinking. This involves two or more people—in this instance, an adult and a child—working together to explore problems, analyse ideas, and discover new concepts. It requires active engagement from everyone involved and a genuine interest in the problem or idea being explored. This is where sustained shared thinking and open-ended questions become invaluable.

Open-ended questions encourage children to think critically, express their ideas, and expand their understanding. For early years educators, this means more than just observing play but actively using these moments to extend children’s thinking. Instead of giving direct answers or instructions, asking thoughtful questions like, “Why do you think that happened?” or “What could you try next?” encourages children to reflect on their actions and evaluate their outcomes.

These conversations enhance the child’s thinking and build trust and connection, making the child feel valued and understood. As children engage in shared problem-solving or explore ideas alongside an adult, they develop the ability to think more abstractly and approach challenges with confidence.

Meaningful shared thinking leads to powerful learning outcomes. It gives children the chance to explore their own thought processes, evaluate their ideas, and build on what they already know. This foundation helps them develop critical thinking skills that prepare them for future learning, making sustained shared thinking a key element in supporting children’s growth and development.

When is the right time to ask open-ended questions?

Although open-ended questions can be a positive way to strengthen children’s learning and thought processes, knowing when to ask them is key to supporting children’s learning without disrupting their play. Observing children and recognising the right moment to step in allows us to enhance their learning while ensuring their play remains natural and uninterrupted.

However, it’s also worth considering whether asking a question is necessary at all. Conversely, sometimes, the best way to support a child’s learning is to take a step back. Silent observation, playing alongside them without leading the activity, or waiting for a natural pause in their play can be just as effective. This allows children to maintain control over their play, giving them the autonomy to decide when they want to share their thoughts or ask their own questions.

Before asking a question, it’s good practice to pause and reflect:

  • Will the question improve your understanding of the child?
  • Will it aid their learning process?
  • Could it be phrased in a way that doesn’t redirect their focus away from their activity?

Sometimes, the answer might not involve a question at all. Engaging in casual conversation or responding to a child’s cues can be a more meaningful way to connect. Through conversation, we can explore their thoughts, introduce new vocabulary, and enrich their understanding of the world. This can often feel less intrusive and more collaborative, helping children build confidence in their own ideas.

Questions undoubtedly have their place in early years education, but they should be used with purpose. Reflecting on the desired outcome—whether it’s to gain insight, support learning, or simply encourage exploration—can help us decide if, how, and when to ask.

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About the Author

Content Marketing Executive at Connect Childcare