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ERIC Number: EJ975461
Record Type: Journal
Publication Date: 2012-Jan
Pages: 6
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-1538-6619
Visible Learning, Visible Learners: The Power of the Group in a Kindergarten Classroom
Mardell, Ben; Rivard, Melissa; Krechevsky, Mara
Young Children, v67 n1 p12-16, 19 Jan 2012
The ability to address complex technological, ecological, social, and ethical challenges in the 21st century depends on developing a citizenry capable of innovation and higher-order thinking. Early childhood educators have the opportunity to help children acquire these abilities right from the start. Central to this endeavor is a more reciprocal relationship between adults and children, in which children are seen and treated as partners in the learning process. The authors have identified four interconnected curricular and teaching practices that lead to the creation of groups in which children learn to think critically and creatively and to collaborate and communicate effectively. The story presented in this article illustrates how these four practices support the collaboration, communication, and critical and creative thinking of three kindergartners as they create a video that represents what they and their classmates learned during a two-month investigation of the Boston Marathon. Together with the use of documentation (video, teachers' notes, and children's work) as a way to assess and guide curricular choices and to make the children's learning visible to them, these four practices helped create a powerful learning experience.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts