Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom by Joanna Haynes (University of Plymouth, UK)
First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Children as Philosophers
Summary
The author illustrates, with the aid of case studies, the content of a social and moral curriculum, the role of the teacher and the children.
Children as Philosophers Summary
Table of Contents
Section 1 Voices from the Classroom 1. Thought-provoking Conversations 2. Making Room for Children to Participate Section 2 Thinking about Thinking 3. A Distinctive Approach to Learning through Discussion 4. What Kind of Thinking are we Teaching? 5. Thinking, Democracy and Citizenship Section 3 Teaching Through Enquiry and Dialogue 6. Encouraging Listening 7. Respecting Children's Ideas 8. Relaxing, Meditating and Being Silent 9. Feeling for the Philosophical 10. Working with Different Age-Groups 11. Holding and Extending Threads of Thinking 12. Planning and Monitoring Progress in Enquiry Section 4 The Benefits of Philosophical Enquiry and Dialogue 13. Developing Teaching Skills through Philosophy 14. Teaching Thinking Across the Whole Curriculum 15. What Difference can Philosophy in the Classroom make to Children's Learning? Section 5 Resources Useful Addresses and Contacts for Philosophy with Children / Resources for Philosophy with Children / References
Additional information
GOR001581563
9780750709460
0750709464
Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom by Joanna Haynes (University of Plymouth, UK)
Used - Very Good
Paperback
Taylor & Francis Ltd
2001-11-22
168
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
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