2. Theoretical framework

Upon collecting data from initiatives that implemented innovative ideas in the classroom, Perkins and Reese [2] used the metaphor, "When Change has Legs", to explain what makes innovative ideas happen. In their research they identify four legs that are necessary to achieve targeted changes; frameworks, leaders, community and institutionalization.

in the intellectual life of those around them. Adults play an important role in scaffolding children's thinking and learning. To help adults understand their roles in valuing, and teaching good thinking, Ritchhart [7] proposed cultural forces that could shape a classroom's culture. He stated that we must understand how group culture is created, sustained, and enhanced. This is not only about good thinking but fostering dispositions of thinking [8]. It is not realistic for teachers to offer a class about teaching creativity, but teachers can certainly enculturate good thinking in the different classroom experiences. Therefore, Ritchhart developed eight cultural

Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects…

• Expectations: adult expectations about the students' potential is critical. High expectations demand more from the students, while low expectations hinder

• Opportunities: when teachers have high expectations, they will provide students with opportunities to think and learn. High quality performances

the next level and promote high quality adult-child-interactions.

should be used repeatedly in order to develop patterns of thinking.

• Language and conversations: it is important for children to use language of thinking in conversations. Children become metacognitive by using language of thinking. As children hear cognitive processes that accompany these labels, they will internalize the words and use them as part of their own vocabulary. Teachers should give specific instruction in those cognitive functions so that students possess experiential meaning along with the

• Modeling: children learn from what they see. Teachers' actions give children messages; we want them to see how thinking facilitates learning. Modeling is

• Interactions and relationships: all children can think; thus, teachers should create an environment of trust, respect, and perspective taking. This is related

• Physical environment: educators in Reggio consider the environment a third teacher. This innovative educational philosophy originated in Reggio Emilia, a small city in Italy, values the power of the environment to determine the culture and identity of the classroom. When teachers capture children's thinking processes in artifacts, photographs, videos, and so forth, they are sending the children the message that their thoughts are valued and respected. Children, teachers, and parents can revisit and learn from these forms of

• Routines and structures: adults who value thinking find the use of strategies that promote thinking useful. Thinking routines leverage students' thinking to

• Thinking routines are two or three step process that cue up cognitive behaviors related to good thinking. For example, close observation using Zoom in. This is a strategy that invites students to pay close attention to details and make inferences while using one section of an image at a time. Thinking routines

forces:

students' right to learn.

DOI: http://dx.doi.org/10.5772/intechopen.82515

involve good thinking.

terminology.

documentation.

23

who we are as thinkers and learners.

with listening and questioning.


For this study we used the Making Thinking Visible framework. We highlighted the cultural forces developed by Ritchhart et al. [3] including the quality of questioning, documentation, and the teaching for understanding framework. The research team acted as the practical visionary. In an effort to observe the efficacy of the professional development in teacher's practice and coach teachers to implement what they learned, we found circumstances that delayed teachers to continue growing in the profession and consequently affected the quality of service provided to the children. Despite the efforts to engage the administration in the study, we were unable to have a political visionary.

There was limited room for developing community and institutionalization in the setting. However, the authors' contribution to this chapter is to share that despite the odds, it is possible to make changes and invite leaders and community to reflect on their role in transforming society. We want to emphasize the importance of good coaching to improve teacher practice. No one can change a teacher's paradigms; it is their responsibility to make the changes. Salmon [4] claims that good coaching cannot either ignore the teacher's theories about teaching, learning, and experiences, but can walk with them from their starting point and give them the time to construct new knowledge, just like the children.

In the up forth mentioned courses, there was an emphasis on teaching students to think and become metacognitive, being aware of their thinking. Good thinking is essential to develop language and cognition in first and second language. However, children often lack the metacognitive skills they need to succeed because cognition and metacognition are barely taught in the classroom.

#### 2.1 Making Thinking Visible

The Visible Thinking Approach is a flexible and systematic research-based conceptual framework that aims to integrate the development of students' thinking with content learning across subject matters [5]. The framework values student thinking, promotes it, and makes it visible. Vygotsky [6] claims that children grow

### Opportunities in the Odds; Exploring Adult-Child Interactions and Their Effects… DOI: http://dx.doi.org/10.5772/intechopen.82515

in the intellectual life of those around them. Adults play an important role in scaffolding children's thinking and learning. To help adults understand their roles in valuing, and teaching good thinking, Ritchhart [7] proposed cultural forces that could shape a classroom's culture. He stated that we must understand how group culture is created, sustained, and enhanced. This is not only about good thinking but fostering dispositions of thinking [8]. It is not realistic for teachers to offer a class about teaching creativity, but teachers can certainly enculturate good thinking in the different classroom experiences. Therefore, Ritchhart developed eight cultural forces:


2. Theoretical framework

Early Childhood Education

nity and institutionalization.

(typical the principal).

were unable to have a political visionary.

time to construct new knowledge, just like the children.

and metacognition are barely taught in the classroom.

2.1 Making Thinking Visible

22

collegial culture.

• Frameworks: teaching and learning frameworks.

it is easy to assume that the innovation is there to stay.

Upon collecting data from initiatives that implemented innovative ideas in the classroom, Perkins and Reese [2] used the metaphor, "When Change has Legs", to explain what makes innovative ideas happen. In their research they identify four legs that are necessary to achieve targeted changes; frameworks, leaders, commu-

• Leaders: the literature in both education and the corporate world emphasizes the importance of leaders inspiring and guiding initiatives. There is a practical visionary (usually a teacher or team of teachers) and a political visionary

• Community: community of teachers, school leaders, and beyond who create a

• Institutionalization: once an innovation has proven effective over 2 or 3 years,

For this study we used the Making Thinking Visible framework. We highlighted

There was limited room for developing community and institutionalization in the setting. However, the authors' contribution to this chapter is to share that despite the odds, it is possible to make changes and invite leaders and community to reflect on their role in transforming society. We want to emphasize the importance of good coaching to improve teacher practice. No one can change a teacher's paradigms; it is their responsibility to make the changes. Salmon [4] claims that good coaching cannot either ignore the teacher's theories about teaching, learning, and experiences, but can walk with them from their starting point and give them the

In the up forth mentioned courses, there was an emphasis on teaching students to think and become metacognitive, being aware of their thinking. Good thinking is essential to develop language and cognition in first and second language. However, children often lack the metacognitive skills they need to succeed because cognition

The Visible Thinking Approach is a flexible and systematic research-based conceptual framework that aims to integrate the development of students' thinking with content learning across subject matters [5]. The framework values student thinking, promotes it, and makes it visible. Vygotsky [6] claims that children grow

the cultural forces developed by Ritchhart et al. [3] including the quality of questioning, documentation, and the teaching for understanding framework. The research team acted as the practical visionary. In an effort to observe the efficacy of the professional development in teacher's practice and coach teachers to implement what they learned, we found circumstances that delayed teachers to continue growing in the profession and consequently affected the quality of service provided to the children. Despite the efforts to engage the administration in the study, we

• Time: children need time to think and reflect about their learning. Deep learning takes time and teachers should give students time to focus on conceptual understandings by finding evidence and applying these conceptual understandings.
