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EYFS

A Child’s Work. The Importance of Fantasy Play

My work in Philosophical Play is strongly influenced by the work of Vivian Gussin Paley. As Plato said “You can discover more about a person in an hour of play than in a year of conversation” Read more to find out why…. http://www.press.uchicago.edu/Misc/Chicago/644871.html
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1 day introduction to philosophical classrooms training details.

Sara Stanley 1 day Philosophical Classrooms Training This one day course offers a thorough, practical and thought provoking introduction to developing philosophy in the EYFS and Primary setting. It will focus on; • How to use children’s play and dialogue to develop a community of enquiry. • How practitioners can develop and support facilitation of children’s questions and ideas. • How daily Question Board activities
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BETTER OR WORSE? Question Board Activity

  Stimulus Present one of the following questions on the question board each day. Ask the children to place their name under their heading better or worse. Encourage them to share the reason for their choice with a parent/carer, friend or adult. Philosophical Play Allow opportunities for the children to explore these ideas through play. Provide props for dressing up, accessories, small world toys etc. to try out thei
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Watch P4C in Action

Apologies for the lack of posts – I am finally back in action on here from an incredible month in South Africa working with schools and ECE settings there . I will be blogging about my experiences soon with videos, transcripts and articles all coming soon but I wanted to share this video first. Filmed on a phone this session took place in Mfuleni Township, 40 km outside Cape Town and illustrates a first introdu
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Carnivorous characters

I cannot resist sharing a wonderful example of how children’s stories offer an insight into their interests. In keeping with the practice of recording children’s story dialogues at school an enthused parent recently offered me a sample of dialogue from her 4 year old that she had recorded at home. What is interesting is that this is a child who not many months ago was so uncertain of make believe that he would cry wh
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Playing the Zoo game

Starting early enquiries Early enquiries are essentially book or play based activities used to build the skills needed for rigorous philosophical thinking. The activities can be used across the age range 3-11 but outcome will be dependent on experience and language development. The following is a transcript of an enquiry with nursery children on developing a Zoo. I explained that I was going to play a game with the c
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Using children’s stories as stimulus for enquiry.

Storytelling is the purest form of philosophical exploration. When we surround our children with the mysteries of human nature, social conventions and the moral and ethical maze that weaves in and out of stories, we are enabling them to think. More importantly, we are introducing a medium that encourages the language of thinking and wondering. Opening the doors into story worlds enables children to see connections be
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Using Children’s Stories to facilitate a Philosophical Enquiry in the Nursery.

  The Pirate and the Baby   Introducing philosophy to the three year olds in nursery focuses on the children taking responsibility for the thinking behind their play and storytelling. The teacher, or facilitator’s role is to introduce philosophical reasoning and thinking by recording examples of children’s independent play, roleplay and storytelling. These written dialogues are then used to develop mini spo
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Twitter Archive Picturebook Enquiries

I thought it might be helpful to add my regular twitter posts which share ideas for using picturebooks on this blog rather than expect you to scroll down a crowded twitter feed.   Please do add any success stories you have had with books mentioned or any picturebooks you and the children have used in the comments box.   You might want to ask for ideas on certain books or themes and I’m sure we can help out̷
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Welcome

After almost 20 years of teaching I have decided to have a break and share my practice with practitioners near and far. My work has been defined and refined by the knowledge that the children I have worked with have given to me. Through their story telling I have learned that imagination and reality can become one and the same. From their everyday peer-to-peer conversations I have learned to listen with complete obje
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