1. Philosophy with Friends Audrey Hutchinson, Amanda Butler, Alison Thoirs and Dean Armstrong

2. Background
Philosophy with Children(PwC) was developed in the USA by Matthew Lipman to support children to collaborate in their search for meaning and understanding.
Catherine McCall took Lipman’s ideas forward and developed an approach she called a Community of Philosophical Inquiry or COPI.
Philosophy with Friends is a pilot project being developed by Leaders of Early Learning ,who have had some training in developing philosophical discussion with children, in partnership with selected ELCCs.

3. Philosophy and Curriculum for Excellence (CfE)
There are clear links between Philosophy with Friends and the four capacities of the curriculum for excellence.
It encourages children to give their own point of view, free from the fear of being wrong.
It can raise self-esteem by promoting confidence, resilience and independence.
It links with children’s rights, creativity, nurture.
LEL Literacy group

4. This is an abbreviated example, more in the pack
LEL Literacy group

5. Children’s rights

6. Creativity
Education Scotland has defined creativity in the following way:
“Creativity is a process which generates ideas that have value to the individual. It involves looking at familiar things with a fresh eye, examining problems with an open mind, making connections, learning from mistakes and using imagination to explore new possibilities.” (Education Scotland, 2013).

7. Why Creativity?
It is part of the National practice Guidance- Building the Ambition.
To prepare young people for their future lives.
It helps support curiosity, open minded thinking, imagination, problem-solving and constructive collaboration.

8. Applying nurture as a whole school approach - A framework to support self-evaluation

9. Supporting children with Additional support Needs
The Philosophy with children approach has been used with children who have additional support needs including autism. The findings of a recent study by Cassidy, Marwick, Deeney and McLean [2017] conclude:
‘It can be seen, therefore, that the structure of CoPI, The rules, the need to make connections, the opportunity for everyone to be heard, the demand for listening and responding to others, the transparency of thinking, the sense of community, and the children’s ownership of the dialogue promotes the voices and supports children with Social Emotional and Behavioural Needs or autism in the mainstream school.’

10. Children with EAL
Philosophy with friends is suitable for any child who is able to have even a short conversation in English.
It is not always suitable for children in the silent period or who only use a few English words.
Refer to Laura Goff.

11. LEL Literacy group

12. The Philosophy with Friends model:
All the children are in a circle
The facilitator is facing the children
There are specific rules which are shared and developed with the children
Stories are used as a stimulus
Children are encouraged to generate their questions about the story.
The facilitator chooses the most philosophical question.
The Philosophy with Friends session begins….

13. Examples of stimuli

14. Logistics 10 session programme.
Groups of 10 children (same each week).
Lead practitioner and LEL team.
Three read approach or story of the month/week
Consider setting for PwF.
10 week – 1 hour a week, same day each week. All information will be given to you in a booklet.
Lead practitioner – LEL team have background in PwF. We will lead the sessions but draw attention to bottom box at the end of each session in booklet. Practitioner role to record sessions. Follow up activities then to follow.
Children – choosing children for specific reasons EG lacking in confidence, cannot wait their turn, quiet children, over eager.
3 read explain.
Setting – quiet area, chairs, ideally same room each week.
Would be very useful if nursery would get the 10 books some way.

15. How to access…

16. Evaluation