You are here

Visible Learning in Early Childhood
Share

Visible Learning in Early Childhood



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
 
Acknowledgements
 
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

 
Kelly Bullock

 
Charles Heaton

 
Alisha Demchak

 
Mahlee Demchak

 
Robyn Davis

 
Inside Ms. Davis’ Distance Learning Classroom

 
 
Chapter 2. Visible Learning in Early Childhood Playful Learning
Effective Playful Learning in Early Childhood

 
Language and Explicit, Intentional Interactions

 
Language and Executive Processing

 
Language and Home-School Connection

 
Ms. Demchak and Sorting

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Thinking and Language

 
Teaching for Clarity at the Close

 
Ms. Bullock and Occupations

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Thinking and Language

 
Teaching for Clarity at the Close

 
Mr. Heaton and Animal Habitats

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Thinking and Language

 
Teaching for Clarity at the Close

 
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

 
Mathematization

 
Number Sense

 
Spatial Reasoning

 
Ways of Thinking and Doing Mathematics

 
Ms. Demchak and Numbers

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Mathematical Thinking

 
Teaching for Clarity at the Close

 
Ms. Bullock and Measurement

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Mathematical Thinking

 
Teaching for Clarity at the Close

 
Mr. Heaton and Geometry

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Mathematical Thinking

 
Teaching for Clarity at the Close

 
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

 
Reading

 
Word Recognition

 
Language Comprehension

 
Writing

 
Read Alouds as Mentor Texts

 
Ms. Demchak and Our Names

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Literacy Thinking

 
Teaching for Clarity at the Close

 
Ms. Bullock and Lists

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Literacy Thinking

 
Teaching for Clarity at the Close

 
Mr. Heaton and Anansi the Trickster Spider

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Literacy Thinking

 
Teaching for Clarity at the Close

 
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

 
Big Ideas, Processes, and Way of Knowing

 
Complex Questions and High-Order Thinking Skills

 
Communication

 
Growing Global Citizens

 
Children Already Know

 
Ms. Demchak and STEM Challenges

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Social Emotional Thinking

 
Teaching for Clarity at the Close

 
Mr. Heaton and Goal Setting

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Social Emotional Thinking

 
Teaching for Clarity at the Close

 
Ms. Davis and Distance Social Emotional Learning

 
Social and Emotional Learning Throughout the Day

 
 
Chapter 7. Visible Learning in Early Childhood Arts Education and Motor Development
Effective Arts and Motor Learning in Early Childhood

 
Music

 
Visual Arts

 
Gross Motor Development

 
Fine Motor Development

 
Ms. Demchak and Family Portraits

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Thinking

 
Teaching for Clarity at the Close

 
Ms. Bullock and Storytelling

 
Learning Intentions and Success Criteria

 
Activating Prior Knowledge

 
Scaffolding, Extending, and Assessing Thinking

 
Teaching for Clarity at the Close

 
Ms. Davis and Distance Learning in Art, Music, and Motor Skills

 
The Arts and Motor Development in Playful learning

 
 
Chapter 8. Knowing Your Impact: Evaluating Learning Progress
Visible Learners

 
Effectively Communicating Clarity for Visible Learning

 
Mr. Heaton Communicates Clarity

 
More Examples of Communicating Clarity

 
Engaging and Rigorous Tasks for Visible Learning

 
Ms. Demchak Selects and Implements Engaging and Rigorous Tasks

 
More Examples of Engaging and Rigorous Tasks

 
Formative Assessment for Visible Learning

 
Formative Assessment and Classroom Discourse

 
More Examples of Formative Assessment and Classroom Discourse

 
Formative Assessment, Instructional Strategies, and Differentiation

 
More Examples of Formative Assessment, Instructional Strategies, and Differentiation

 
Formative Assessment and Feedback

 
Feedback for Visible Learning

 
Mr. Heaton and In-the-Moment Feedback for Learners

 
More Examples of In-the-Moment Feedback for Visible Learning

 
Ms. Bullock and Feedback from Learners

 
Ms. Davis and Student-Led Family Conferences

 
Ms. Davis and Student-Led Conferences in Distance Learning

 
Conclusion

 
 
References
Children’s Literature

 
 
Appendices
A. Effect Sizes

 

"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.

Purchasing options

Volume Discounts Available

contact corwin

Please select a format:

ISBN: 9781071825686
CAD$ 42.95

For instructors

Please select a format: