How often do you think about engaging young children in reading? For me, as a book lover, it’s very often!
In this case study I want to share how the ShREC approach is helping me significantly. I use it to guide all my interventions.
Using the ShREC strategies
I notice that Niall, one of my key children, has picked up a book about vehicles – a favourite topic. Niall knows me well - we have a communicative relationship.
I go over to join him.
Zara: I see that Niall is pointing at the pictures of a bus.
I sit beside him, showing him that I’m interested.
(I’m sharing attention with Niall - Sh)
Niall: looks up and smiles, pointing at the bus.
(Niall responds positively to my presence)
Zara: “You’ve spotted the red bus.” I point at the bus.
(I respond to Niall pointing at the bus – R)
Niall: “Bus is fast – vroom, vroom!”
(Niall responds)
Zara: “Yes, the bus is moving fast. Vroom, vroom.”
(I respond to Niall’s words)
Niall: “Fast – broom, broom!” He turns the page.
Zara: “I wonder where it’s going?”
(Niall responds and turns the page)
Niall: “Oooooh!” - he looks to me.
(Niall responds)
Zara: Oooooh!” What’s happening here?” I point to the bus on the page.
(I respond to Niall’s curious expression)
Niall: “Bus stuck!”
(Niall responds)
Zara: “Yes, the bus is stuck. It’s the tyre that’s stuck here.’ I point to the tyre as I say the words.
(I expand on Niall’s response - E)
Niall: “Look, tractor!” Niall grabs my hand to point at the tractor.
(Niall responds)
Zara: “The tractor is pulling the bus out of the hole.” I point to the picture as I say this.
(I expand on what Niall says)
Niall: turns the page and points to the bus driver – Niall smiles.
(Niall responds)
Zara: “The bus isn’t stuck anymore! The bus driver is happy!”
(I expand Niall’s response)
Niall: “Yes, bus driver happy. More story?”
(We had a series of back-and-forth responses - a conversation - C)
Zara: “Yes, let’s read another story now”.
(I respond to Niall).
Why I intervened as I did
Firstly, I want to make it clear that using the ShREC strategies is not easy. It may sound obvious, but it takes a lot of time and practice to do them well.
As Julian Grenier (2024) says:
“Experienced practitioners can make high-quality interactions look natural and effortless. But they are not easy to do well.” (EEF)
The first strategy of Sharing attention is all about the educator paying attention to the child, trying to make a connection with them. By doing this, the educator shows the child that they value them and what they are focussing on.
Niall knows me well, so I felt confident that he’d be happy for me to join him, I didn’t take this for granted though. I sat beside him, showing him that I was curious about the book he was looking at. He noticed me and smiled. Niall does this when he’s comfortable, so I continued to take an interest.
The second strategy of Respond is when the educator follows the child’s lead and responds to what they’re doing (verbally and non-verbally). This is usually a brief comment and / or gesture about their play.
Niall pointed to the bus, so I responded with a comment and pointed to the bus. My next responses were brief, repeating Niall’s words and sounds and pointing to the pictures. I responded to his facial expressions. My responses (successfully) elicited responses from Niall.
The third strategy of Expand is when the educator builds on the child’s responses by adding some new words and making what they say into a short sentence. Scaffolding the child’s spoken language is integral to expand.
After a few back-and-forth responses with Niall, I elaborated on his words by putting them into a sentence and adding new vocabulary. He used some of these: ‘driver’ and ‘happy’.
The fourth strategy of Conversation is when the child and educator have several interactions, back and forth.
Niall enjoys interacting and reading, so it was relatively easy to elicit responses from him and have a conversation. He was keen to read some more (and have a further conversation). What more could I have wanted!
The importance of high quality interactions
Using the ShREC strategies enabled Niall and me to have high quality interactions, thus improving his education.
As the Education Endowment Foundation (EEF) states:
“Improving the quality of early education matters: it’s positive for every child, and especially important for socio-economically disadvantaged children”. (2025)
I’d go so far as to say that using the ShREC strategies has transformed the quality of how I read (and interact) with children. They are invaluable to me and to them.
Reflective Questions
1. Think of a child you’ve recently read with - how did you pick up on their cues and interests?
2. How could you build on these during the day?
Want to know more?
EEF (2025) Improving early education through high quality interactions
James, F (2025) The ShREC approach (EEF)
Grenier, J (2024) How we can improve the quality of our interactions with young children (EEF)