ABSTRACT
This chapter attempts to summarise theories of cognitive development and to link these to research into the development of children's thinking in history. Theories evolve through research, through raising questions and finding ways of answering them. The best questions are asked and the most useful information collected by those with a professional understanding of the issues, in everyday contexts. Reflecting on, analysing and evaluating practice lies at the heart of personal and professional growth and judgement. This in turn informs, refines and modifies existing theory. As the research described in this chapter makes clear, there is much more to be learned about what constitutes good teaching strategies and about progression in and assessment of children's learning in history. The chapter endorses the opportunities for students and teachers to do this as an integral part of their planning, teaching and evaluation and also the need to do so, in order to teach real history and accelerate children's thinking.
