Erken Çocukluk Çalışmaları Dergisi (Mar 2019)
Making thinking visible in early childhood education: Visible thinking approach
Abstract
Efforts to teach thinking have been continuing for many years. In recent years, the findings from scientific research have proved that especially the various characteristics of teachers have a critical value in teaching thinking. These features; it is possible to list teachers' approaches to teaching activities, instructional strategies (individual or collaborative activity preferences), classroom management approaches and self-efficacy levels in teaching thinking. Thinking is inherently abstract; making children's thinking processes clear and traceable is considered important both for children to follow their own learning processes and to build a culture of thinking in the school environment. At this point, the introduction of different methods and strategies for teachers to implement various educational practices that will enable children to embody the processes of thinking will support this process. In this study, detailed information about the Visible Thinking Approach, which is aimed at the use of Thinking Routines, which are short, reproducible, flexible mini strategies that aim to make thinking visible to all individuals (like other children, teachers and families) interacting with the child, are presented. Only one of the sub-projects of Project Zero, which was launched at Harvard University, Visible Thinking Approach is a reproducible and flexible learning-teaching approach that can mobilize and organize people's thinking tendencies and can be used in every education level. With this approach, in-class sample practices related to various routines that support the development routines and the development of thinking culture in schools or classrooms are included. Some of these applications; What Makes You Say That?, Think/Puzzle/Explore, Think/Pair/Share, I used to think…./Now I think…, See/Think/Wonder, Zoom in, Beginning / Middle / End and Compass Points.
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