Assessing Quality in Early Childhood Education and Care

Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale for 2–5-year-olds provision

Spiral bound, 62 pages, 210 mm x 297 mm
27 Feb 2015
Trentham Books

Price: £19.99

Finalist at the Nursery World Awards 2017.

The Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale is designed to consider some of the intentional and relational pedagogical strategies strongly associated with child outcomes. It considers practice that supports children aged between 2 and 5 years of age in developing skills in sustained shared thinking and emotional well-being as well as developing strong relationships, effective communication and aspects of self-regulation. It is designed to be used for research, self-evaluation and improvement, audit and regulation.

Using the SSTEW Scale alongside other environment scales (including ECERS-E, ECERS-R or ITERS-R) gives users a more complete picture of what high-quality early childhood education and care can look like. It is aspirational in that it considers high quality pedagogy and practice. It can be used by researchers, heads of centres, managers, teaching staff and practitioners, as well as advisory staff and in professional development.

  • Iram Siraj

    Iram Siraj is Professor of Education at the UCL Institute of Education and at ESRI, University of Wollongong. She co-led on the Effective Pre-school, Primary, and Secondary Education (EPPSE) longitudinal study, and the highly influential Researching Effective Pedagogy in the Early Years (REPEY) study, which first developed the concept of Sustained Shared Thinking (SST). She is a co-author of the ECERS-E and has published widely on quality, pedagogy, and curriculum.

  • Denise Kingston

    Denise Kingston is a Senior Lecturer at the University of Brighton and a Senior Researcher at the Institute of Education, University of London. She is a qualified educational psychologist and teacher and has worked as a schools psychologist and advisory teacher supporting inclusion and as a Portage supervisor and visitor. She has extensive experience of training on environment rating scales.

  • Edward Melhuish

    Edward Melhuish is a Professor at the University of Oxford and Birkbeck, University of London, and a visiting Professor at the University of Wollongong. He co-led the National Evaluation of Sure Start, the Effective Pre-school, Primary, and Secondary Education (EPPSE) project and is currently undertaking the Study of Early Education and Development (SEED) project. His research has influenced policy on childcare, early education, child poverty, and parental support in the UK and other countries.

  • Kathy Sylva

CONTENTS: Foreword by Kathy Sylva; Introduction; Preparing to use the SSTEW scale; Sub-scale 1: Building trust, confidence and independence; Sub-scale 2: Social and emotional well-being; Sub-scale 3: Supporting and extending language and communication; Sub-scale 4: Supporting learning and critical thinking; Sub-scale 5: Assessing learning and language; SSTEW Scale score sheets; SSTEW Scale profile; Support materials: aspects of child development relevant to the SSTEW Scale; Joint observation/inter-rater reliability for the SSTEW Scale; References.

‘The SSTEW Scale is set to make a real contribution to Early Childhood professionals wanting to improve their pedagogy in support of advancing children’s learning, as well as serving researchers interested in early education method and the behaviours of adults as they bring everyday early childhood programme experiences to life with groups of young children. The sub-scales and items each highlight important aspects of sustained shared thinking and emotional well-being, with the background summary – "aspects of child development relevant to the SSTEW Scale" – serving as a clear marker of the underpinning rationale and logic of the sub-scales and items within the tool.’

Collette Tayler, Professor of Early Childhood Education and Care, University of Melbourne