Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom

Since the publication of the first edition of Children as Philosophers in 2002 there has been an enormous growth of interest in philosophy with children. This second edition of Children as Philosophers offers suggestions on how to introduce moral enquiry to PSHE and Citizenship and across the curriculum. It discusses the pleasures and challenges for adults in managing discussion and facing children's claims to knowledge in the philosophical arena. The book addresses the well-established Philosophy for Children movement, developed in the USA and Australia and links this to the principles of Every Child Matters. This fascinating book is an invaluable resource for all teachers and trainees seeking a thoughtful and contextualised introduction to the theory and practice of philosophical enquiry with children, including: expanded discussion on children's voice and participation at school the theory and practice of dialogical approaches to teaching and learning. new evidence of the educational impact of philosophy with children in the classroom. what should inform the professional choice of resources for teaching philosophy, qualities of resources that make them valuable for enquiry, rather than specific references to resources that will soon become outdated wider international debates about learning styles, skills and intelligence. Joanna Haynes presents new reports from children, teachers, from the fields of Gifted and Talented and Special Needs Education and from international research carried out over the last five years.Haynes, Joanna is the author of 'Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom', published 2008 under ISBN 9780415446815 and ISBN 0415446813.