Engaging Children in Philosophical Inquiry through Picturebooks
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| Title: | Engaging Children in Philosophical Inquiry through Picturebooks |
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| Language: | English |
| Authors: | Margaret Gichuru, Rhiannon Maton, Mechthild Nagel, Lin Lin |
| Source: | Athens Journal of Education. 2024 11(2):129-142. |
| Availability: | Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Preschool Children, Elementary School Students, Philosophy, Picture Books, Critical Thinking, Culturally Relevant Education, Preservice Teacher Education, Teacher Aides, Feminism |
| ISSN: | 2407-9898 2241-7958 |
| Abstract: | Children's picturebooks present meaningful opportunities for thinking through life's important questions. In this article, the authors outline the process and benefits of using picturebooks to support philosophical inquiry amongst preschool and elementary aged children. We discuss how philosophical inquiry can promote critical thinking in children, considerations in the use of culturally responsive and abolitionist feminist curriculum and pedagogy in teaching philosophy, and we highlight the utility of multiple stakeholder collaboration for successful philosophical inquiry projects in schools. The article closes by discussing key recommendations for the implementation of philosophical inquiry programs in preschool and elementary schools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423824 |
| Database: | ERIC |
| Abstract: | Children's picturebooks present meaningful opportunities for thinking through life's important questions. In this article, the authors outline the process and benefits of using picturebooks to support philosophical inquiry amongst preschool and elementary aged children. We discuss how philosophical inquiry can promote critical thinking in children, considerations in the use of culturally responsive and abolitionist feminist curriculum and pedagogy in teaching philosophy, and we highlight the utility of multiple stakeholder collaboration for successful philosophical inquiry projects in schools. The article closes by discussing key recommendations for the implementation of philosophical inquiry programs in preschool and elementary schools. |
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| ISSN: | 2407-9898 2241-7958 |
