ABSTRACT
Chapter 1 explored what we mean by creativity and argued that creativity is an integral part of the process of historical enquiry. In this chapter we consider the ways in which constructivist theories of learning demonstrate that children can engage in the processes of historical enquiry identified in Chapter 1, in increasingly complex ways. It then examines the relationship between teacher creativity and teaching for creativity. Finally, it considers ways in which teachers can foster creativity, through classroom environment, ethos and organisation, with references to the most recent international research.
