The Effect of Philosophy for Children (P4C) Curriculum on Formulating Question Skills of Children with Special Learning Disabilities
The philosophy for children approach is a method of developing critical thinking in children through philosophical dialogue. Questioning skills, which are an important stage of critical thinking, is an intellectual process that takes place in order to make an experience meaningful. Asking questions...
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| Format: | Article |
| Language: | deu |
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Anadolu University, Eskisehir
2023-07-01
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| Series: | Anadolu Üniversitesi Eğitim Fakültesi dergisi |
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| Online Access: | https://dergipark.org.tr/tr/download/article-file/2983719 |
| _version_ | 1797321148570009600 |
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| author | Filiz Karadağ |
| author_facet | Filiz Karadağ |
| author_sort | Filiz Karadağ |
| collection | DOAJ |
| description | The philosophy for children approach is a method of developing critical thinking in children through philosophical dialogue. Questioning skills, which are an important stage of critical thinking, is an intellectual process that takes place in order to make an experience meaningful. Asking questions is one of the oldest learning-teaching tools used in the inquiry process. Children with special learning disabilities (SLD) have various distinctive features in terms of cognitive and social development. The development of high-level thinking skills, which includes a whole set of cognitive skills such as thinking, knowing, perceiving, reasoning, making decisions, following a thought, remembering, summarizing, generalizing, predicting, and inferring, is not yet sufficiently developed in young children with special learning disabilities. Simon (1979) suggested that using the “Philosophy with Children” approach would be effective in improving the cognitive and social skills of children with SLD. Accordingly, in this study, it was investigated effectiveness of Philosophy for Children curriculum on the question-formulating skills of children with SLD. In the research, one group pre-test post-test random experimental design, which is one of the quasi-experimental designs, was used. The applications were implemented for one hour, once a week for ten weeks. The study group consists of 13 children who are in the 2nd and 3rd grade and diagnosed with SLD. The data were collected with the "interview form containing the philosophical inquiry text and questions" and the audio recordings of the training sessions. The inductive data analysis method was used in the analysis of the obtained data. The findings indicated that, the "Philosophy with Children" curriculum improved the level of questions that children with SLD create in their philosophical inquiry processes. |
| first_indexed | 2024-03-08T04:53:23Z |
| format | Article |
| id | doaj.art-40f7034da6444ba09eef49fba574bc63 |
| institution | Directory Open Access Journal |
| issn | 2602-2249 |
| language | deu |
| last_indexed | 2024-03-08T04:53:23Z |
| publishDate | 2023-07-01 |
| publisher | Anadolu University, Eskisehir |
| record_format | Article |
| series | Anadolu Üniversitesi Eğitim Fakültesi dergisi |
| spelling | doaj.art-40f7034da6444ba09eef49fba574bc632024-02-07T20:00:30ZdeuAnadolu University, EskisehirAnadolu Üniversitesi Eğitim Fakültesi dergisi2602-22492023-07-017357058710.34056/aujef.125872826The Effect of Philosophy for Children (P4C) Curriculum on Formulating Question Skills of Children with Special Learning DisabilitiesFiliz Karadağ0Montclair State UniversityThe philosophy for children approach is a method of developing critical thinking in children through philosophical dialogue. Questioning skills, which are an important stage of critical thinking, is an intellectual process that takes place in order to make an experience meaningful. Asking questions is one of the oldest learning-teaching tools used in the inquiry process. Children with special learning disabilities (SLD) have various distinctive features in terms of cognitive and social development. The development of high-level thinking skills, which includes a whole set of cognitive skills such as thinking, knowing, perceiving, reasoning, making decisions, following a thought, remembering, summarizing, generalizing, predicting, and inferring, is not yet sufficiently developed in young children with special learning disabilities. Simon (1979) suggested that using the “Philosophy with Children” approach would be effective in improving the cognitive and social skills of children with SLD. Accordingly, in this study, it was investigated effectiveness of Philosophy for Children curriculum on the question-formulating skills of children with SLD. In the research, one group pre-test post-test random experimental design, which is one of the quasi-experimental designs, was used. The applications were implemented for one hour, once a week for ten weeks. The study group consists of 13 children who are in the 2nd and 3rd grade and diagnosed with SLD. The data were collected with the "interview form containing the philosophical inquiry text and questions" and the audio recordings of the training sessions. The inductive data analysis method was used in the analysis of the obtained data. The findings indicated that, the "Philosophy with Children" curriculum improved the level of questions that children with SLD create in their philosophical inquiry processes.https://dergipark.org.tr/tr/download/article-file/2983719philosophy for children (p4c)philosophy with children (phwc)philosophical inquiryformulating questionlearning disabilityçocuklar için felsefe (p4c)çocuklarla felsefe (phwc)felsefi sorgulamasoru oluşturmaöğrenme güçlüğü |
| spellingShingle | Filiz Karadağ The Effect of Philosophy for Children (P4C) Curriculum on Formulating Question Skills of Children with Special Learning Disabilities Anadolu Üniversitesi Eğitim Fakültesi dergisi philosophy for children (p4c) philosophy with children (phwc) philosophical inquiry formulating question learning disability çocuklar için felsefe (p4c) çocuklarla felsefe (phwc) felsefi sorgulama soru oluşturma öğrenme güçlüğü |
| title | The Effect of Philosophy for Children (P4C) Curriculum on Formulating Question Skills of Children with Special Learning Disabilities |
| title_full | The Effect of Philosophy for Children (P4C) Curriculum on Formulating Question Skills of Children with Special Learning Disabilities |
| title_fullStr | The Effect of Philosophy for Children (P4C) Curriculum on Formulating Question Skills of Children with Special Learning Disabilities |
| title_full_unstemmed | The Effect of Philosophy for Children (P4C) Curriculum on Formulating Question Skills of Children with Special Learning Disabilities |
| title_short | The Effect of Philosophy for Children (P4C) Curriculum on Formulating Question Skills of Children with Special Learning Disabilities |
| title_sort | effect of philosophy for children p4c curriculum on formulating question skills of children with special learning disabilities |
| topic | philosophy for children (p4c) philosophy with children (phwc) philosophical inquiry formulating question learning disability çocuklar için felsefe (p4c) çocuklarla felsefe (phwc) felsefi sorgulama soru oluşturma öğrenme güçlüğü |
| url | https://dergipark.org.tr/tr/download/article-file/2983719 |
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