Preschool teachers’ views on philosophy education and philosophical inquiry

Dicle Akay; Özge Kalaba Yıldırım

doi:10.46778/goputeb.1717552

EN

Preschool teachers’ views on philosophy education and philosophical inquiry

Abstract

This study which using a descriptive qualitative research model aims to reveal the experiences, perceptions, and practices of preschool teachers regarding philosophy education and philosophical inquiry methodsA total of 20 female preschool teachers from different schools participated in the study. Data were collected using semi-structured interview forms and analyzed through thematic analysis. The research findings indicate that teachers define philosophy education as a process that teaches thinking, facilitates knowledge-oriented questioning, provides different perspectives, is comprehensive, and is grounded in theoretical knowledge and professional practice. The philosophical inquiry method, on the other hand, is regarded as a process that promotes deep questioning, requires practice and training, fosters the development and grounding of ideas, and can be used in daily life without formal education. The study emphasizes that while philosophy education and philosophical inquiry are distinct processes, they are interconnected, and philosophical inquiry is a fundamental component of philosophy education. As a result, the study interprets these findings in the light of teachers’ professional and pedagogical experiences, reaffirming that preschool teachers are aware of philosophy education and philosophical inquiry methods but require comprehensive teacher training programs and support materials for effective implementation of these methods. The study also confirms that philosophical inquiry and education contribute significantly to children's cognitive and socio-emotional development.

Keywords

Preschool Education , Philosophy Education , Philosophical Inquiry , Teacher Views

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Details

Primary Language

English

Subjects

Early Childhood Education

Journal Section

Research Article

Authors

Dicle Akay
0000-0003-3513-7886
Türkiye

Özge Kalaba Yıldırım ^*
0000-0002-5017-2084
Türkiye

Publication Date

March 29, 2026

Submission Date

June 11, 2025

Acceptance Date

November 12, 2025

Published in Issue

Year 1970 Volume: 14 Number: 1

DOI

https://doi.org/10.46778/goputeb.1717552

IZ

https://izlik.org/JA65WP72HS

APA

Akay, D., & Kalaba Yıldırım, Ö. (2026). Preschool teachers’ views on philosophy education and philosophical inquiry. International Journal of Turkish Education Sciences, 14(1), 302-332. https://doi.org/10.46778/goputeb.1717552

Preschool teachers’ views on philosophy education and philosophical inquiry

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Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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