ABSTRACT
Developing children’s chronological understanding is, rightly, considered very important. But understanding the passing of time is more complex than reciting the names and dates of monarchs. First, this chapter considers innovative and engaging ways of learning about time and sequence, and similarities and differences within and between periods, which encourage us as practitioners to allow the children to build up their own mental maps in active ways. Then it considers, through working with children, how to help them make sense of a timeline and to develop children’s historical imagination by linking evidence, understanding and imagination to chronological questions.
