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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.

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781071825686
Published By: Corwin
Year: 2021
Page Count: 272
Publication date: October 05, 2021

Price: $35.95

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)

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. She has 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. Her research, writing, and presentations focus on equity and access in early childhood and mathematics education, as well as the intersection of literacy and mathematics for teaching and learning. Kateri has collaborated with thousands of educators to catalyze change in their classrooms, centers, and schools. She is the chair of NCTM’s Research Committee and co-creator of The Math Diet. Additionally, she is 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

Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode's work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic.

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

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

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

"In their fascinating new book, Visible Learning in Early Childhood, Kateri Thunder, John Almarode, and John Hattie examine the studies that show which teaching practices have made the greatest impact on young learners in their early childhood classrooms. As readers, we gain insight into how these evidence-based practices are embedded in classroom instruction by learning from five early childhood educators who take us along their teaching journeys. This book is a beautiful, accessible blend of research and practice–where the research sets the foundation for teacher decision-making and comes alive in teachers’ enacted practices with young children."

Brian Kissel
Professor and Director of Elementary Education, Vanderbilt University

"Visible Learning in Early Childhood provides an articulate and accessible argument for implementing evidence-based practices that will have the greatest effects on children’s learning. Grounded in seven core ideas from the research, the authors answer the question: What works best when? The authors unpack the research and then connect it to practical applications as they describe the research in action inside early childhood classrooms. This book is a must-read for early childhood educators, administrators, and professors."

Lindsey Moses
Associate Professor, Arizona State University

Other Titles in: Early Childhood Education | Standards & Accountability | Visible Learning

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Chapter 5: Visible Learning and Understanding the World in Early Childhood [Lessons and strategies]
Companion Website [Site]
Tips and Consideration for Playful Learning [Lessons and strategies]