- 240 pages
- English
- PDF
- Available on iOS & Android
eBook - PDF
About this book
A fully updated third edition of the highly successful guide to using discussion in the classroom to develop children's thinking, learning and literacy skills. This new edition includes material on the latest trends in teaching thinking, including dialogic teaching, creativity and personalized learning. This of ideas is essential reading for anyone seeking to develop children's minds, to build their self-esteem or to improve the quality of teaching and learning in schools.
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Information
Philosophy
for
Children
2Ā
5
Concept
development
OneĀ
ofĀ
the
aims
of
thisĀ
exercise,Ā
central
toĀ
all
philosophy,
is
that
of
conceptĀ
development.
OneĀ
wayĀ
to
helpĀ
childrenĀ
develop
a
concept
is
toĀ
mapĀ
the
boundaries
ofĀ
the
term.Ā
ThroughĀ
grouping
a
termĀ
with
its
synonyms,
the
resulting
setĀ
of
termsĀ
willĀ
help
to
establish
the
boundary
ofĀ
the
concept.
For
example,
by
constructingĀ
threeĀ
concentric
circles
(FigureĀ
2.1)
orĀ
a
VennĀ
diagram
of
overlappingĀ
circles,
weĀ
can
putĀ
the
synonyms
and
antonyms
in
outerĀ
circles,
andĀ
inĀ
the
intermediateĀ
spaceĀ
borderlineĀ
termsĀ
which
mayĀ
be
problematical,
controversial
or
contestable.
With
youngĀ
children
we
mightĀ
want
to
give
them
the
terms
to
classify.
OlderĀ
children
can
brainstorm,
classify
and
discussĀ
their
own
concept
mapĀ
of
terms.Ā
Such
an
exerciseĀ
willĀ
help
to
cultivate
a
number
of
skills,Ā
such
as:
ā¢
conceptĀ
definition
ā¢
classification
ā¢
generating
alternatives
ā¢
distinguishing
differences
of
degree
and
kind
ā¢
giving
reasons
or
evidence
to
supportĀ
views
Figure
2.1
Concept
map:
real
andĀ
not
real
Table of contents
- Cover
- Contents
- Acknowledgements
- Introduction
- 1 Thinking about Thinking
- 2 Philosophy for Children
- 3 Community of Enquiry
- 4 Stories for Thinking
- 5 Dialogic Teaching
- 6 Philosophy in the Classroom
- 7 Thinking across the Curriculum
- Appendix 1: Questions and topics for thinking with children
- Appendix 2: Thinking words: a curriculum of concepts
- Appendix 3: A checklist of dialogic skills
- Appendix 4: How do we assess progress in dialogue?
- Appendix 5: Evaluating a discussion: some questions for students
- Bibliography
- Index