Doing Philosophy with Young Children

David Kennedy’s article, Doing Philosophy with Young Children: Theory, Practice, and Resources, offers a rich and thoughtful exploration of how philosophy can be meaningfully introduced into early childhood education. Kennedy draws from recent developments in cognitive science and philosophy, as well as decades of practical classroom experience, to challenge longstanding assumptions about young children’s thinking. He makes the case that young children are not only capable of philosophical thought, but that such thinking is deeply natural to them and crucial for their intellectual and emotional development. This essay will summarise the article’s core arguments, examine the theoretical and practical foundations of early childhood philosophy, highlight its main themes, and reflect on how teachers might use these insights and resources in their own practice.

Summary of Kennedy's Work

Challenging Traditional Views of Childhood Cognition

Kennedy opens with a critique of traditional, stage-based models of childhood cognition—such as those developed by Montessori and Piaget—which have long suggested that young children’s thinking is bound by the concrete and sensory, incapable of abstract or higher-order reasoning. Drawing on recent research in metacognition and philosophy of childhood, Kennedy challenges this view. He notes that young children’s cognitive lives are best described not by strict linear progression, but by a dramatic mixture of the concrete and the transcendent. While they do experience the world through play and the senses, children also exhibit a strong capacity for wonder and speculation. In fact, Kennedy argues, this blend is precisely what makes children naturally philosophical.

In Kennedy’s view, the key is not whether children use the technical language of adult philosophers, but whether they ask questions that probe the fundamental nature of reality, identity, existence, and knowledge. Here, Kennedy positions himself within a tradition that stretches back to the ancient Greeks, for whom philosophy was intimately linked to wonder, play, and exploration. Like Aristotle’s ‘natural philosophers,’ young children display curiosity about the world’s workings, and like Descartes, they ponder questions about the soul, mind, and self. Kennedy provides vivid classroom transcripts that demonstrate the striking parallels between children’s discussions and the history of philosophical inquiry.

Thematic Categories of Children’s Philosophical Thinking

Kennedy identifies several broad themes that frequently surface in children’s philosophical dialogue:

1. Appearance and Reality: Children often grapple with the difference between what is real and what is pretend. Through symbolic play, imaginative stories, and even fear or humour, they test the boundaries of appearance and reality, questioning whether thoughts, dreams, or fantastical creatures might in some sense be real.

2. Identity and Continuity: Children are deeply interested in what makes a person or thing itself, and whether categories like ‘friend,’ ‘father,’ or ‘animal’ are fixed or overlapping. They explore complex logical relationships, often using language in playful or unexpected ways to probe these concepts.

3. Permanence, Growth, and Transformation: Early childhood is a period of remarkable change, so children naturally ask about what is alive, what changes, and what stays the same. Questions about life cycles, death, and transformation invite philosophical as well as scientific exploration.

4. Ultimate Questions: Children’s conversations frequently touch on metaphysical and existential topics: the nature of God, the origins of the universe, the possibility of immortality, and the existence of evil. These are not just religious questions; they are deeply philosophical, requiring children to compare and negotiate different worldviews received from family, culture, and experience.

5. Epistemological Issues: Even very young children are sensitive to questions of knowledge and truth. They want to know how we know what we know, and how different claims about reality can be justified.

Kennedy argues that while these themes do not always emerge spontaneously, they can be powerfully evoked through story, play, and, crucially, communal philosophical dialogue. It is the teacher’s role to create opportunities for such dialogue and to help children express and develop their ideas.

The Role of the Teacher: Facilitator and Interpreter

A central concern of the article is the teacher’s role in philosophical discussion. Kennedy insists that the adult is not simply a transmitter of knowledge, but rather a model of philosophical wonder, an encourager of dialogue, and sometimes an enforcer of basic rules (such as not interrupting or keeping to the topic). Teachers are also interpreters, helping to clarify children’s elliptical or partially expressed ideas and making them accessible to the whole group. This requires patience, sensitivity, and a willingness to tolerate ambiguity and open-ended conversation.

Kennedy stresses the ethical dimension of philosophical discussion: all voices must be heard and respected, and the process should not be manipulated to reach predetermined conclusions. Instead, children should be encouraged to provide reasons for their views, listen carefully, and build on one another’s statements. This approach fosters the skills of critical thinking, argumentation, and respectful disagreement—skills that are foundational not only for philosophy but for all democratic and intellectual life.

Philosophy as a Foundation for Academic Skills

Kennedy highlights research demonstrating that the skills exercised in philosophical dialogue—classifying, categorising, reasoning, comparing, giving reasons, making distinctions, using analogies, and more—are fundamental to literacy and numeracy. These operations underlie reading, comprehension, mathematical thinking, and scientific inquiry. As such, philosophy is not an “add-on” to the curriculum, but rather a core practice that supports the development of other academic competencies.

Play, Story, and Discursive Language

While play and story are the “natural” languages of childhood, Kennedy argues that communal philosophical discussion introduces children to a new form of discourse—one that is more structured and sustained, but also deeply responsive to the child’s own interests and questions. This discursive language bridges the gap between free play and the more regulated forms of classroom talk. It requires children to develop new skills: listening, waiting to speak, formulating relevant responses, staying on topic, and justifying judgements.

Such dialogue, Kennedy argues, is inherently interdisciplinary. The questions children raise through philosophy cut across science, social studies, ethics, and theology, inviting connections and inquiry that underpin a broad and holistic education.

Practical Strategies and Resources for Teachers

Kennedy offers concrete advice for teachers interested in fostering philosophy with young children. He suggests:

• Using stories, picture books, and “object lessons” (such as classifying living and non-living things) to prompt dialogue.

• Compiling lists of themes that interest children (e.g., friendship, magic, dreams, fairness) and identifying books or resources that support these discussions.

• Emphasising open-ended questions and allowing children to explore ideas without rushing to closure.

• Using group discussions, circles, or small-group formats to maximise participation and depth.

• Recording, transcribing, and reflecting on discussions to improve practice and share insights with colleagues.

David Kennedy’s Doing Philosophy with Young Children is not only a theoretical exploration but also a practical guide for educators wishing to cultivate philosophical thinking in the early years. While much of the traditional curriculum focuses on concrete skills, Kennedy shows that young children thrive when given the chance to wonder, question, and discuss the big ideas that fascinate them. Drawing from his article, the following essay outlines practical strategies teachers can use to encourage and structure philosophical dialogue with young children in the classroom.

Using Stories and Picture Books as Philosophical Prompts

One of the most effective strategies Kennedy highlights is the use of stories and picture books to spark philosophical questions. Children’s literature is often full of wonder, ambiguity, and moral dilemmas that can provoke deep thought. Teachers can select books that raise questions about fairness, identity, reality, or the nature of friendship. For example, after reading a story about a character who breaks a rule, a teacher might ask, “Was it really wrong for the character to do that?” or “What does it mean to be fair?” Allowing time for open discussion after reading encourages children to share their ideas and listen to different perspectives.

Object Lessons and Real-World Scenarios

Kennedy recommends “object lessons” as a way to make abstract concepts concrete. For example, the teacher might place a potted plant, a toy animal, and a rock in the middle of a circle and ask, “Which of these is alive? How do we know?” Children can then discuss and debate, bringing in their observations and intuitions. Such hands-on activities make philosophy accessible and invite children to clarify and defend their thinking with reasons.

Encouraging Question Generation

Rather than only providing questions, teachers can invite children to ask their own. After exploring a topic, children can be prompted: “What do you wonder about?” or “Is there a question you wish we could answer today?” Collecting children’s questions and returning to them regularly helps create a culture of curiosity. Teachers might keep a “Wonder Wall” or a question box where students can submit philosophical queries for later discussion.

Facilitating Group Dialogue and Setting Ground Rules

Philosophical discussion flourishes in a supportive, well-structured environment. Kennedy emphasises the importance of the teacher as both facilitator and model. Teachers should set clear ground rules for discussion, such as listening to others, not interrupting, taking turns, and giving reasons for opinions. These rules should be introduced simply and reinforced regularly. Circles or small-group formats are ideal, as they promote eye contact and a sense of equality.

During discussion, teachers should practice active listening, restating or clarifying children’s sometimes partial or ambiguous contributions so others can understand. If a child expresses a complex or unclear thought, the teacher might paraphrase and check for agreement: “Are you saying that…?” This both validates the child’s thinking and models how to clarify and build on ideas.

Embracing Open-Endedness and Playfulness

Philosophy with young children is often “meandering,” moving from topic to topic through association. Teachers should resist the urge to force closure or quick answers. Allowing discussions to remain open-ended, and being comfortable with uncertainty, helps children see that some questions do not have simple answers. Teachers can also use playfulness, humour, and imagination to keep the atmosphere light and engaging, which is especially important for young learners.

Connecting with Children’s Experiences and Interests

Kennedy encourages teachers to notice what themes naturally interest their students—such as dreams, animals, growing up, or fairness—and to draw out philosophical questions from daily classroom life. Conflict, play, and even misbehaviour can all become opportunities for philosophical reflection: “Why do we have rules?” or “What makes something a game?” By staying attentive to the issues that matter to children, teachers ensure that philosophical inquiry feels relevant and meaningful.

Integrating Philosophy Across the Curriculum

Philosophy need not be a separate subject. Kennedy’s approach shows that it can be woven into many areas of early years education, from science (asking what makes something alive) to literacy (exploring meaning and character motivation) and social studies (debating fairness and community). Teachers can plan thematic units or projects that incorporate philosophical questions, encouraging deeper exploration and cross-curricular connections.

Using Recording and Reflection

Recording class discussions—either through audio, video, or simple note-taking—can be a valuable tool. Playback allows children to revisit their own ideas and reflect on the discussion, deepening understanding and self-awareness. For teachers, transcripts provide a way to analyse practice, identify successful strategies, and notice areas for improvement.

Utilising Philosophical Resources and Curricula

Kennedy points to a growing range of resources, including the classic Philosophy for Children (P4C) curriculum, storybooks, and teacher manuals specifically designed for philosophical inquiry. Teachers can draw from these materials, adapting discussion plans or philosophical stories to suit the interests and developmental levels of their students. Consulting practical guides and collaborating with colleagues can also help build confidence and expertise.

Conclusion

Implementing philosophy with young children does not require specialist training or advanced knowledge of academic philosophy. Instead, it calls for a spirit of openness, curiosity, and respect for children’s ideas. By using stories, objects, thoughtful questioning, structured dialogue, and playful exploration, teachers can create classrooms where philosophical thinking becomes a natural and joyful part of learning. Kennedy’s article makes clear that when teachers embrace these practical strategies, they help young children develop not just cognitive skills, but the confidence and wonder needed to ask—and live with—the deepest questions of life.

Kennedy’s article ultimately calls for a re-evaluation of the nature of childhood, seeing the young child as not only capable of philosophical inquiry, but in many ways ideally suited to it. By recognising and cultivating children’s natural wonder, teachers can foster skills and dispositions that are essential for life-long learning and citizenship. Philosophical discussion becomes a way of helping children construct their own understanding of the world, in dialogue with peers and adults. For educators, the invitation is clear: to embrace philosophical wonder, to listen attentively, and to guide children not only in acquiring knowledge, but in asking and exploring the questions that underlie all human inquiry. In doing so, early childhood education becomes richer, more responsive, and more genuinely aligned with the nature and needs of young learners.

Reference

Kennedy, D. (2020). Doing philosophy with young children: theory, practice, and resources. Early Child Development and Care. Advance online publication. https://doi.org/10.1080/03004430.2020.1743699