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This collaborative project explores the nature of teacher-child sustained shared thinking (SST) in two kindergartens. SST involves teachers engaging with children in play, working together in back and forth conversations that provide opportunities to discuss, explore, and think about everyday experiences, problems or challenges in an inquisitive and extended way. Internationally, research suggests SST is critical for high-quality pedagogy as a pathway to deepen children's learning. Research also shows SST can be complex and nuanced. To address this complexity, the project uses innovative data tools to investigate periods of teacher-child SST with a focus on extending these powerful interactions. The research aims to explore the potential of data, collected though a range of innovative tools, to inform teachers' understanding and use of SST for promoting children's communication and exploration, and to contribute knowledge and practical strategies that strengthen SST to enhance positive outcomes for all children.