Boosting Critical-Thinking & Problem-Solving with Philosophy in Schools

The ability to think critically and solve problems is increasingly vital for young learners, the research article “The Effect of Philosophy for Children (P4C) Curriculum on Critical Thinking through Philosophical Inquiry and Problem Solving Skills” by Sema Işıklar and Yasemin Abalı Öztürk offers important insights for educators. Published in the International Journal of Contemporary Educational Research, this study investigates the impact of the Philosophy for Children (P4C) curriculum on the critical thinking and problem-solving abilities of 5-6-year-old children in Turkish kindergartens. Through a carefully designed experimental study, the authors explore whether structured philosophical inquiry can meaningfully enhance young children’s cognitive skills, providing evidence and recommendations that are directly relevant to teachers and educational policymakers seeking to enrich early childhood education.

Philosophy for Children and Its Impact on Critical Thinking and Problem-Solving: Insights for Educators

In recent years, the value of nurturing critical thinking and problem-solving abilities in early childhood has become increasingly recognised by educational researchers and practitioners. As society faces rapid change and ever more complex challenges, the need to foster higher-order thinking from an early age has only grown more urgent. It is in this context that the study by Sema Işıklar and Yasemin Abalı Öztürk, published in the International Journal of Contemporary Educational Research, offers significant findings for educators interested in the Philosophy for Children (P4C) approach.

The P4C Approach and Its Rationale

Philosophy for Children, or P4C, is rooted in the work of Matthew Lipman and Ann Sharp, whose efforts in the 1970s initiated a global movement to bring philosophical dialogue into classrooms. Their curriculum does not aim to teach children the history of philosophy, but rather to encourage them to think, question, and reason for themselves. Sessions are built around open questions, stories, or pictures, prompting discussion on concepts such as fairness, happiness, and friendship. This method draws upon Deweyan principles of student-centred learning, emphasising how children think, not just what they know.

In Turkey, as in many other countries, national education policies increasingly highlight the need for creative, critical, and reflective learners. The Turkish Ministry of National Education’s Preschool Curriculum recognises the importance of discovery-based and inquiry-based learning, and encourages teaching strategies that develop these skills from the earliest years. The P4C curriculum, as applied in Işıklar and Abalı Öztürk’s research, is an example of these progressive tendencies in action.

Study Design and Methodology

The study focused on 40 children, aged 5 to 6, from kindergartens in Çanakkale, Turkey. The children were divided into experimental and control groups, each matched for socio-economic status and demographic characteristics. The experimental group participated in the Philosophy for Children Curriculum for ten weeks, with two sessions per week, each lasting about forty minutes. The control group continued with the standard preschool curriculum.

Researchers measured critical thinking using the “Critical Thinking Scale through Philosophical Inquiry for Children 5-6 Years Old,” and problem-solving using the “Problem Solving Skills Scale for Children.” Both scales are validated and specifically tailored for this age group.

Key Findings: Critical Thinking and Problem Solving

The results of the study are instructive for anyone interested in early years education. Children who took part in the P4C curriculum demonstrated a statistically significant improvement in their own critical thinking skills over the course of the intervention. However, when comparing the experimental and control groups after the ten weeks, the difference in critical thinking between the two was not statistically significant, even though the experimental group showed a larger increase on average.

The findings on problem-solving skills were more decisive. Children in the experimental group showed a significant improvement over time, and also outperformed the control group in post-intervention assessments. This suggests that, while P4C can foster growth in both domains, its most immediate and robust impact may be in enhancing children’s ability to solve problems through collaborative inquiry and dialogue.

Interestingly, both groups improved in both critical thinking and problem-solving over the period of the study. This may be attributed to the existing strengths of the national preschool curriculum, which already incorporates elements of inquiry-based and cooperative learning. Nevertheless, the additional, structured emphasis on philosophical questioning in P4C appears to offer particular value for problem-solving.

Interpreting the Results: Implications for Practice

For teachers and early childhood educators, these findings offer both encouragement and a note of caution. On the one hand, the study reinforces the idea that even young children are capable of engaging in philosophical dialogue and can benefit cognitively and socially from doing so. Problem-solving, in particular, is strengthened through regular, structured opportunities to discuss, question, and reason together.

On the other hand, the relatively modest gains in critical thinking—especially when compared to the control group—suggest that short interventions may not be enough. The research literature, and the authors themselves, point out that critical thinking is a complex skill that develops over time and with repeated practice. Gains may be more pronounced in studies with longer interventions, or where philosophical dialogue is integrated more systematically throughout the curriculum.

It is also clear that the context of the school and the wider curriculum matters. Where existing teaching already incorporates some aspects of inquiry and reflection, the impact of P4C may be less dramatic than in more traditional or didactic settings. Still, the advantages for problem-solving are notable and reinforce the value of philosophical dialogue as a complement to other early years practices.

Recommendations for Educational Practice

Several practical recommendations emerge from the research for those interested in implementing or developing P4C in their own settings:

First, commitment to regular, sustained engagement with philosophical dialogue is essential. Short-term or one-off interventions are unlikely to yield substantial gains in critical thinking. Embedding P4C over longer periods—potentially for a full school year or across several years—offers the best chance of lasting impact.

Second, teachers should receive training and support in leading philosophical dialogue. The facilitator’s skill in guiding discussion, encouraging participation, and posing open-ended questions is central to the approach’s success.

Third, P4C should not be seen as a replacement for other curriculum elements but as a valuable addition that can enrich existing teaching. Its greatest benefits may be realised when it works alongside other learner-centred and discovery-based approaches.

Fourth, educators should be prepared for differences in outcomes. Some children may respond more readily than others, and schools with a strong existing culture of inquiry may observe more subtle gains than those starting from a more traditional model.

Finally, further research—especially longitudinal studies—would be valuable. Understanding the longer-term effects of sustained philosophical dialogue, and its impact at different ages and stages, remains an important area for development.

Conclusion

The study by Işıklar and Abalı Öztürk adds to a growing body of evidence supporting the value of philosophical inquiry in early childhood education. It demonstrates that Philosophy for Children can meaningfully enhance problem-solving skills in young learners and has the potential to develop critical thinking, particularly when given sufficient time. For educators committed to preparing children for the demands of the 21st century, P4C offers a promising, practical approach that deserves further attention and application.

References

Işıklar, S., & Abalı-Öztürk, Y. (2022). The effect of philosophy for children (P4C) curriculum on critical thinking through philosophical inquiry and problem solving skills. International Journal of Contemporary Educational Research, 9(1), 130-142. https://doi.org/10.33200/ijcer.942575