This book examines the evidence-based interventions that can be used to promote creative thinking skills for children and adolescents in schools. It begins by explaining the theoretical basis of these training programmes, before presenting a coherent framework for the application of creativity theory in education. The authors describe and analyse programmes that have drawn on this framework, before offering an overview of the results of experimental studies which have validated the authors' approach. This book provides practical guidance on how the programmes can be applied in the classroom and discusses potential future directions for research and practice for increasing children's creativity. This book will be a valuable resource for teachers and teacher trainers, as well as to researchers in the psychology of creativity, education, and educational psychology.

The society we live in "requires" creativity and such a request comes from many different fields. Even though a growing body of research stressed the importance of fostering children's creativity, few attention is paid to investigate children's conceptions about creativity, that is, implicit theories. The main purpose of this work is to investigate children's creativity focusing on specific mental mechanisms involved in the creative process in order to catch any developmental changes and in order to explore the role of implicit theories. The book starts from a review of several contributions about implicit theories of creativity. The research is then described according to defined steps as follows: the definition and the application of an instrument to evaluate the restructuring act, a core mechanism of the creative process; the application of the instrument together with other tests to measure how children express their creativity and how they consider the creative people. Main evidences of the study are discussed and the conclusive section of the book arises important educational and methodological questions.