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.