Doing Philosophy with Young Children: Theory, Practice, and Resources

Autor/in	Kennedy, David
Titel	Doing Philosophy with Young Children: Theory, Practice, and Resources
Quelle	In: Early Child Development and Care, 192 (2022) 1, S.124-135 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kennedy, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1743699
Schlagwörter	Philosophy; Teaching Methods; Epistemology; Self Concept; Play; Listening Skills; Interpersonal Communication; Language Processing; Interpersonal Competence; Discussion (Teaching Technique); Preschool Children; Dialogs (Language); Picture Books; Lesson Plans; Early Childhood Education; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Selbstkonzept; Spiel; Interpersonale Kommunikation; Sprachverarbeitung; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dialog; Dialogs; Dialogue; Dialogues; Picture book; Bilderbuch; Lesson planning; Unterrichtsplanung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The last half-century has seen a slow, tentative change in adult attitudes about young children's capacity to think abstractly. Parents and teachers know the young child as a dramatic mixture of the concrete, sense-bound, and the transcendent, and it is just that mixture, cultivated and pursued, which makes for philosophy. Young children's capacity for wonder runs through all their discourse, but their speculation tends to fall on the thematic categories of appearance and reality, identity and continuity, permanence growth and transformation, 'ultimate questions' such as death and deity, and epistemological issues (how do I/you know that?). While play and story are the primary languages of early childhood, communal philosophical discussion introduces the child to a new one, which demands new skills: listening carefully to another's statement, waiting to speak, formulating a response which takes another's statement into account, staying on the subject, and giving reasons for judgements. The leader of young children's philosophical discussions is model, encourager, and sometimes enforcer of fundamental rules (not interrupting, keeping at least generally on the subject, etc.), and an interpreter of children to each other, for often a young child has a significant thought, but can communicate it only elliptically or partially. Teacher resources include, not just the stories and discussion plans of the Philosophy for Children curriculum, but numerous picture books for children that suggest philosophical concepts, as well as concrete 'object lessons' designed to spark group dialogue. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01