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Visible Learning in Early Childhood
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Visible Learning in Early Childhood

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September 2021 | 272 pages | Corwin

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!


 
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

Free resources

Chapter 5: Visible Learning and Understanding the World in Early Childhood

Chapter 5: Visible Learning and Understanding the World in Early Childhood

In Chapter 5 from Visible Learning in Early Childhood, the authors focus on the following questions: What works best in early childhood learning as children learn about their world? How do we activate learning in our young learners in ways that help them better understand the world?

Read Now

"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
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.

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ISBN: 9781071825686
$32.95

For large school/district orders, volume discounts, availability and shipping times contact customer service at 800-233-9936
or order@corwin.com.

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