Oh, what a perfect way to explore the world! Philosophy is a wonderful fit for this area of learning. Though not seen as important by those who care just for a Good Level of Development at the end of Reception Class, for the vast majority of Early Years practitioners this, along with Expressive Arts, is the very essence of understanding the world and revelling in childhood joy.
Our families, friends, the people we see every day in the streets and different occupations, technology and its place in our lives, the weather, huge things like countries and tiny but amazing things like metamorphosis, the environment, history, and on and on! This area of development is literally a whole world of exploration just waiting fir tiny minds to attempt to unravel and try to understand the mysteries of the universe. Philosophy for Children? Bring it on! People and the Communities Early Learning Goals 1. Children talk about past and present events in their own lives and in the lives of family members. 2. They know that other children don’t always enjoy the same things, and are sensitive to this. 3. They know about similarities and differences between themselves and others, and among families, communities and traditions. Possible Enquiries What is the past? How far back does past go? Do you remember being a baby? What do babies remember? What do you think your grandma was like as a baby? Should we all enjoy the same things? Should boys like “boy things” and girls like “girl things”? Do boy things and girl things even exist? Would you rather …..? Favourite games and activities Are we all the same? Are we all different? What does different mean? Are we better friends with children who are the same or different to us? What is good about being the same? What is good about being different? Do we all have to believe in the same things? If we believe in something does that mean it exists? If we don’t believe in something does it not exist? Do you have to see something to believe in it? The World Early Learning Goals 1. Children know about similarities and differences in relation to places, objects, materials and living things. 2. They talk about the features of their own immediate environment and how environments might vary from one another. 3. They make observations of animals and plants and explain why some things occur, and talk about changes. Possible Enquiries Would you rather live in….. Sahara/Arctic, an Island/on top of a mountain, on a farm/in a busy city, etc. What animal would be best as a pet? Why? Everyone say what you would like. Can you convince everyone else that your choice would be the best? Why should we be kind to animals? Is it kind to have a pet? Are zoos and farms good or bad? Are insect lives as important as big animals? Are plant lives as important as insects? Is change good? (life cycles) How was the world made? Should we chop down trees? Should we drink bottled water? Technology Early Learning Goals 1. Children recognise that a range of technology is used in places such as homes and schools. 2. They select and use technology for particular purposes. Possible Enquiries Could you live without technology/ electricity in your home? How would you ……… Can robots replace humans in every job? Is the internet a good thing? Could a computer make up a good story? Would you like to be a robot?
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AuthorMiss Magical Mess is a pre-school teacher and P4C Level 2B facilitator. After a shaky start as a P4C facilitator (P4C with 3 year olds... are you kidding?) Miss Magical Mess created her own approach to P4C and enquiry model and is now a big fan. Archives |