Able Thinkers Learning

Abstract

This article is about able children learning — and thinking, and learning to think. Issues relating to the learning experiences of able children emerge initially from a brief consideration of work collected from primary classrooms. They are then developed by reference to children's work on a structured programme designed to support aspects of thinking associated with decision making. In particular this addresses notions of metacognition and transfer, and stresses the importance of a ‘thinking climate’.