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Visible Learning in Early Childhood - Book Cover
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Visible Learning in Early Childhood

By: Kateri Thunder, John Taylor Almarode, John Allan Hattie

Visible Learning in Early Childhood investigates the critical years of early childhood and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success.
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071825686
  • Published By: Corwin
  • Year: 2021
  • Page Count: 272
  • Publication date: October 05, 2021

Price: $35.95

Price: $35.95
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Description

Description

Make learning visible in the early years   

Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success. 

Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through 

  • Authentic examples of diverse learners and settings
  • Voices of master teachers from the US, UK, and Australia
  • Multiple assessment and differentiation strategies
  • Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more

Using the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive!


Key features

Some additional information about the market:

Currently, thirty-nine states plus the District of Columbia offer some form of voluntary Universal Pre-K, but not every child is eligible. In order to be considered universal, the program must be offered to all children, no matter the circumstances.

State-funded Pre-K programs currently serve 22 percent of four-year-olds and 3 percent of three-year-olds in the U.S.

Nationally, about 70 percent of children in state-funded Pre-K are served in a school setting. For-profit and non-profit childcare centers, Head Start centers, and faith-based providers serve the other 30 percent.

Florida, Georgia, and Oklahoma are the only states that currently make Pre-K available to all four-year-olds.

The District of Columbia, Illinois, Iowa, Louisiana, New York, and West Virginia have multi-year plans to implement Pre-K for all four-year- olds.
Twelve states have no state-funded Pre-K program.

NAEYC, the country's largest organization dedicated to the education of young children, has 60,000 members.

Author(s)

Author(s)

Kateri Thunder photo

Kateri Thunder

Kateri Thunder, Ph.D., has the pleasure of collaborating with learners and educators from school divisions and early learning centers around the world to translate research into practice. Previously, Kateri served as an inclusive early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project. Kateri then followed her passion back into the classroom where she spent each day learning with her Prekindergartners and coaching coaches. Kateri researches, writes, and presents on equity and access in early childhood and mathematics education and the intersection of literacy and mathematics for teaching and learning. She has partnered with thousands of educators to catalyze change in their classrooms, centers, and schools. Kateri is chair of NCTM’s Research Committee, co-creator of The Math Diet, and a best-selling author for Corwin’s Teaching Mathematics in the Visible Learning Classroom Series, the Success Criteria Playbook, and Visible Learning in Early Childhood.

John Taylor Almarode photo

John Taylor Almarode


Dr. John Almarode is a bestselling author and has worked with schools, classrooms, and teachers all over the world on the translation and application of the science of learning to the classroom, school, and home environments, and what works best in teaching and learning. He has done so in Australia, Canada, Egypt, England, Qatar, Saudi Arabia, Scotland, South Korea, Thailand and all across the United States.

He is an Associate Professor of Education in the College of Education. In 2015, John was awarded the inaugural Sarah Miller Luck Endowed Professorship. In 2021, John was honored with an Outstanding Faculty Award from the State Council for Higher Education in Virginia. At James Madison University, he continues to work with pre-service teachers and graduate students, as well as actively pursues his research interests including the science of learning, the design and measurement of classroom environments that promote student engagement and learning.

The work of John and his colleagues has been presented to the United States Congress, Virginia Senate, at the United States Department of Education as well as the Office of Science and Technology Policy at The White House.

John began his career in Augusta County, Virginia, teaching mathematics and science to a wide-range of students. Since then, John has authored multiple articles, reports, book chapters, and eleven books including Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013), From Snorkelers to Scuba Divers (Corwin Press, 2018), both with Ann Miller, and Visible Learning for Science, with Doug Fisher, Nancy Frey, and John Hattie (Corwin Press, 2018). He recently finished a book focusing on clarity, Clarity for Learning, with Kara Vandas (Corwin Press, 2019), as well as Teaching Mathematics in the Visible Learning Classroom, Grades 6 - 8, and Teaching Mathematics in the Visible Learning Classroom, Grades 9 - 12 both with Doug Fisher, Joseph Assof, Sara Moore, Nancy Frey, and John Hattie (Corwin, 2019), all with Corwin Press. Teaching Mathematics in the Visible Learning Classroom, Grades K - 2 and Teaching Mathematics in the Visible Learning Classroom, Grades 3 - 5 with the same author team plus Kateri Thunder hit the shelves in March of 2019. He is also the past co-editor of the Teacher Educator’s Journal.

In 2019, John and his colleagues developed a new framework for developing, implementing, and sustaining professional learning communities: PLC+. Focusing on sustained change in teacher practice, the PLC+ framework builds capacity within teacher-led teams to maximize student learning. The books, PLC+ Better Decisions and Greater Impact by Design, The PLC+ Playbook, Grades K - 12, The PLC+ Activator’s Guide will support this work in schools and classrooms.

John and his colleagues have also focused a lot of attention on the process of implementation – taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs,Visible Learning, Visible Teaching, and the SOLO Taxonomy. In light of the COVID-19 pandemic, John and his colleagues developed the Distance Learning Playbook for College and University Instruction (SAGE). In November of 2020, Student Learning Communities (ASCD) was released, followed by Great Teaching by Design (Corwin Press), The Success Criteria Playbook (Corwin), an educational textbook on teaching science in the inclusive early childhood classroom, Inclusive Teaching in the Early Childhood Science Classroom (Routledge), and A Quick Guide to Simultaneous, Hybrid, & Blended Learning (Corwin).

Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press, were released in 2021.



John Allan Hattie photo

John Allan Hattie

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning.
Table of Contents

Table of Contents

List of Videos


Acknowledgments


About the Authors


INTRODUCTION


     WHAT WORKS BEST

     VISIBLE LEARNING

     THE POTENTIAL FOR IMPACT

     WHAT WORKS BEST WHEN

     HOW THIS BOOK WORKS

CHAPTER 1. TEACHING WITH CLARITY IN EARLY CHILDHOOD

     FOUR-YEAR-OLDS AT WORK

     VISIBLE LEARNERS

     TEACHER CLARITY

     SURFACE, DEEP, AND TRANSFER LEARNING

     PROFILES OF FIVE EDUCATORS

     INSIDE MS. DAVIS’S DISTANCE LEARNING CLASSROOM

CHAPTER 2. VISIBLE LEARNING IN EARLY CHILDHOOD PLAYFUL LEARNING

     EFFECTIVE PLAYFUL LEARNING IN EARLY CHILDHOOD

     MS. DEMCHAK AND SORTING

     MS. BULLOCK AND OCCUPATIONS

     MR. HEATON AND ANIMAL HABITATS

     MS. DAVIS AND DISTANCE PLAYFUL LEARNING

     TIPS AND CONSIDERATIONS FOR PLAYFUL LEARNING

CHAPTER 3. VISIBLE LEARNING IN EARLY CHILDHOOD MATHEMATICS

     EFFECTIVE MATHEMATICS LEARNING IN EARLY CHILDHOOD

     MS. DEMCHAK AND NUMBERS

     MS. BULLOCK AND MEASUREMENT

     MR. HEATON AND GEOMETRY

     MS. DAVIS AND DISTANCE LEARNING IN MATHEMATICS

     MATHEMATICS AND PLAYFUL LEARNING

CHAPTER 4. VISIBLE LEARNING IN EARLY CHILDHOOD LITERACY

     EFFECTIVE LITERACY LEARNING IN EARLY CHILDHOOD

     MS. DEMCHAK AND OUR NAMES

     MS. BULLOCK AND LISTS

     MR. HEATON AND ANANSI THE TRICKSTER SPIDER

     MS. DAVIS AND DISTANCE LEARNING IN LITERACY

     LITERACY AND PLAYFUL LEARNING

CHAPTER 5. VISIBLE LEARNING AND UNDERSTANDING THE WORLD IN EARLY CHILDHOOD

     EFFECTIVE LEARNING TO UNDERSTAND THE WORLD IN EARLY CHILDHOOD

     MS. DEMCHAK AND STEM CHALLENGES

     MS. BULLOCK AND BEING A SCIENTIST

     MR. HEATON AND MAPS

     MS. DAVIS AND DISTANCE LEARNING TO UNDERSTAND THE WORLD

     UNDERSTANDING THE WORLD AND PLAYFUL LEARNING

CHAPTER 6. VISIBLE LEARNING IN EARLY CHILDHOOD SOCIAL AND EMOTIONAL DEVELOPMENT

     EFFECTIVE SOCIAL AND EMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD

     MS. DEMCHAK AND PERSPECTIVES

     MR. HEATON AND GOAL SETTING

     MS. DAVIS AND DISTANCE SOCIAL-EMOTIONAL LEARNING

     SOCIAL AND EMOTIONAL DEVELOPMENT THROUGHOUT THE DAY

CHAPTER 7. VISIBLE LEARNING IN EARLY CHILDHOOD CREATIVE ARTS AND MOTOR SKILL DEVELOPMENT

     EFFECTIVE ARTS AND MOTOR LEARNING IN EARLY CHILDHOOD

     MS. DEMCHAK AND FAMILY PORTRAITS

     MS. BULLOCK AND STORYTELLING

     MS. DAVIS AND DISTANCE LEARNING IN ART, MUSIC, AND MOTOR SKILLS

     ARTS AND MOTOR DEVELOPMENT IN PLAYFUL LEARNING

CHAPTER 8. KNOWING YOUR IMPACT: EVALUATING LEARNING PROGRESS

     VISIBLE LEARNERS

     EFFECTIVELY COMMUNICATING CLARITY FOR VISIBLE LEARNING

     ENGAGING AND RIGOROUS TASKS FOR VISIBLE LEARNING

     FORMATIVE EVALUATION FOR VISIBLE LEARNING

     FEEDBACK FOR VISIBLE LEARNING

     MS. DAVIS AND STUDENT-LED CONFERENCES IN DISTANCE LEARNING

     CONCLUSION

Appendix: Effect Sizes


References


Index


Reviews

Reviews