The Effects of Philosophy for Children on Children’s Cognitive Development: A Three-Level Meta-Analysis

Abstract

Amid the rise of the knowledge economy, accelerated informatization, and the emergence of artificial intelligence, Philosophy for Children (P4C) has been promoted as an effective educational project to enhance children’s cognitive development, especially higher-order thinking skills. However, empirical evidence regarding its efficacy remains inconclusive. This three-level meta-analysis synthesizes 53 effect sizes derived from 33 experimental and quasi-experimental studies involving 4568 participants to assess P4C’s cognitive effects and potential moderators. The results reveal a statistically significant and moderate-to-strong overall effect (g = 0.59). Significant and robust effects were specifically observed for reasoning, critical thinking, and creativity. Subgroup and meta-regression analyses identified sample size as a significant moderator: smaller samples tended to report larger effect sizes. Additionally, cultural context and session length showed marginally significant moderating effects. Crucially, P4C’s cognitive impact remained consistent across grade levels, research designs, and publication years, demonstrating robustness and stability across diverse implementation conditions. These findings provide updated and nuanced evidence for the effectiveness of P4C, underscoring its cross-contextual robustness and specific value in fostering cognitive abilities. Implications for policymakers, educators, and future researchers aiming to implement or investigate P4C in varied educational settings are discussed.