training preschool education students to listen philosophically to children
DOI:
https://doi.org/10.12957/childphilo.2025.88813Keywords:
listening, preschool education, teachers’ training, emergent philosophizing, philosophy for/with children (p4wc)Abstract
This paper presents a qualitative study exploring how training in philosophical listening enhances student-teachers’ capacity to identify and engage with young children’s philosophical moments. This is part of a larger research (2021–2022) in local kindergartens in Rethymno, Crete, Greece, however the findings presented in this paper are published for the first time. The study involved 125 second-year undergraduate student-teachers completing semester-long internships as part of their Bachelor of Arts program in Preschool Education at the University of Creta. Through structured laboratory sessions, student-teachers were trained to observe children’s dialogues attentively, identify abstract concepts, and frame philosophical questions. Observations targeted moments in children’s conversations that revealed critical thinking, originality, and collaborative reasoning. The findings highlight the transformative potential of this training. Student-teachers exhibited an increased sensitivity to listening and identifying philosophical elements in children's comments, as well as the ability to design activities that foster deeper inquiry. Reflections on their role revealed the importance of balancing teacher intervention with creating space for children’s self-regulation. This study emphasizes the value of integrating philosophical practices into teacher training. It highlights how equipping future educators with the skills for attentive listening and inquiry facilitation can nurture children’s reasoning capabilities and promote meaningful dialogue in early childhood education.
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