ABSTRACT
This chapter focuses on ways of supporting children's composing pathways, processes and products in diverse communities. It considers two approaches by which teachers can enable creativity and suggest some methods for supporting these approaches. The chapter describes teachers need to shift from a focus on managing children's composition in primary classrooms. Instead, there can be a blurring of the lines between teacher and learner with teachers taking on the role of facilitator and guide, and participating in composing alongside children. The chapter provides teachers to stand back and create space for children to step into and take ownership of their discoveries. At such times, the teachers' role remains active as they observe aspects of children's composing activity and develop the capacity to celebrate the wholeness, the complexity and the newness of children composing. Composing helps children to learn, thus developing their cognitive skills and inspiring new ways of thinking.
