Philosophical Inquiry with 5–7-Year-Olds: ‘My New Thinking Friends’

Abstract

This paper reports on a small-scale qualitative study, using philosophical inquiry in Key Stage 1 (5–7-year-old children). The study involved a one hour per week session of philosophical inquiry in one primary school, ‘Philosophy Club’, with eight children taking part for six weeks. Multiple methods were used, including researcher observations, creative methods such as children’s drawings, notes, models, and discussion, which are combined to make ‘mosaics’ of data. Data analysis focused on broad inquiry foci from across the data, and in this paper, these are reported with reference to children’s views on Philosophy Club as a space to think with their friends, build a community and changing perceptions of club members over the six-week period. Conclusions are drawn tentatively on the benefits of philosophical inquiry clubs for building community and friendship with younger children, particularly in the wake of COVID-19 and potential gaps in social experience in their early years, and how teacher education in the use of philosophical inquiry might support this community building.