Children as Philosophers

Haynes, Joanna

doi:10.4324/9780203210918

Cited by 22 publications

(22 citation statements)

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“…As Haynes (2002) pointed out, philosophical enquiry is not a 'tool-kit' approach to promoting independent thinking. The process is dependent on the quality of interaction and dialogue engendered, rather than rigidly following a step-by-step procedure.…”

Section: Philosophy For Children: Methods and Processmentioning

confidence: 97%

“…The enquiry process should include teacher behaviours that Cotton (2002) suggested help to foster a climate conducive to the development of thinking skills, including the setting of ground rules well in advance, showing respect for each pupil, providing non-threatening activities, accepting individual differences, modelling thinking skills, and allowing students to be active participants. Haynes (2002) summarized the process of a routine classroom philosophical enquiry in terms of nine steps as follows:…”

Section: Philosophy For Children: Methods and Processmentioning

confidence: 99%

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‘Philosophy for children’: a systematic review

Trickey

Topping

2004

Research Papers in Education

209

104

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This paper offers a systematic critical review of controlled outcome studies of the 'Philosophy for Children' (P4C) method in primary (elementary) and secondary (high) schools. Ten studies met the stringent criteria for inclusion, measuring outcomes by norm-referenced tests of reading, reasoning, cognitive ability, and other curriculum-related abilities, by measures of self-esteem and child behaviour, and by child and teacher questionnaires. All studies showed some positive outcomes. The mean effect size was 0.43 with low variance, indicating a consistent moderate positive effect for P4C on a wide range of outcome measures. The implications for practice, policy, and future research were explored, particularly in relation to cost-effectiveness.

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Section: Philosophy For Children: Methods and Processmentioning

confidence: 97%

Section: Philosophy For Children: Methods and Processmentioning

confidence: 99%

‘Philosophy for children’: a systematic review

Trickey

Topping

2004

Research Papers in Education

209

104

View full text Add to dashboard Cite

show abstract

“…In order to explore how and what children know, it is necessary to enter into dialogues that are 'sympathetic' to the multiple ways in which very young students in classrooms re-present their knowledge and understanding. 'Listening' and 'voice' remain problematic aspects of early childhood practice, yet they simultaneously provide us with opportunities to carve out new and fairer ways of working (Haynes, 2008(Haynes, , 2009.…”

Section: Introductionmentioning

confidence: 99%

The realm of meaning: imagination, narrative and playfulness in philosophical exploration with young children

Haynes

Murris

2013

Early Child Development and Care

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Censorship of children's voices takes many forms: restricting access to texts, constraining the space in which they are viewed, failing to validate children's responses, interpreting their ideas within limiting perspectives on children's thinking. This paper considers the educator's role in discussion with children, drawing out the connections between the ethical commitment to listen to child/ ren and beliefs about forms of knowing that underpin pedagogy. In our professional development work we have noticed that children's responses to picturebooks can evoke sentimental reactions from adults. Such sentimentality leads adults to distance themselves from child(hood) and to miss opportunities for philosophical exploration. Moving away from developmentality, and inspired by semiotics, this paper offers alternative readings of children's responses to picturebooks, in the context of philosophical talk in an early-years setting. The framework for analysis of children's work with Tusk tusk by David McKee is informed by Fricker's (2007) notion of 'epistemic prejudice'.

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“…P4C has an international pedigree and is taught in over 50 2 S. Lyle and J. Thomas-Williams countries worldwide. A strength of the Lipman approach is the flexibility of the core methods which have been developed in the UK by members of SAPERE (http:// sapere.org.uk/) including Fisher (1996), Murris and Haynes (2000) and Haynes (2002), resulting in a very successful, "home grown" approach to P4C. Training courses developed by SAPERE aim to provide teachers with the skills to facilitate and manage a "community of enquiry" (COE) whereby pupils get the opportunity to raise questions and, in exploring those questions, develop the quality of their thinking and conceptual understanding.…”

Section: Philosophy For Childrenmentioning

confidence: 99%

Dialogic practice in primary schools: how primary head teachers plan to embed philosophy for children into the whole school

Lyle

Thomas-Williams

2012

Educational Studies

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The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenges for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the ways in which different head teachers go about planning change n their schools as well as differences. The results provide insight into the role of initial continuing professional development (CPD) in school development and the processes by which individual heads plan to embed change in practice across the whole school.

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Children as Philosophers

Cited by 22 publications

References 0 publications

‘Philosophy for children’: a systematic review

‘Philosophy for children’: a systematic review

The realm of meaning: imagination, narrative and playfulness in philosophical exploration with young children

Dialogic practice in primary schools: how primary head teachers plan to embed philosophy for children into the whole school

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