Syndetics cover image
Image from Syndetics

Why Think? [electronic resource] : Philosophical Play from 3-11

By: Material type: Computer fileComputer filePublisher number: 9781441193605Publication details: London : Continuum International Publishing, 2012.ISBN:
  • 9781441183651
Subject(s): Genre/Form: Additional physical formats: Print version:: Why Think? : Philosophical Play from 3-11DDC classification:
  • 372.3
LOC classification:
  • B52.5 .S68 2012
Online resources:
Contents:
Cover; Half title; Also by; Title; Copyright; Contents; List of Activities; List of Case Studiesand Examples; Acknowledgements; About the Author; Introduction; Chapter Outline; Early attitudes to philosophicalthinking and learning; Philosophical teaching; Citizenship and the critical thinker; Giving children a voice; P4C in the EYFS; The P4C skill-based environment; 1 Starting with Play; Chapter Outline; Why philosophy starts with play; Examples of solving conflict in play; Resolving philosophical conflict in role play; Common musings in the nursery environment
Advanced thinking: Working with ethical problemsReflective questions on better thinking; 7 Continuing the PhilosophicalJourney; Chapter Outline; What does the traditional P4C enquiry look like?; Starting the session; Exploring the concepts; Questioning; Dialogue; Children as facilitators; Closure and evaluation; Reflecting on the structure of P4C enquiry; 8 The Final Adventure - Usingbooks for P4C; Chapter Outline; A hidden world inside the picture book; Case studies; Reflective questions about using picture books for enquiry; Resources - The book collections
Recommended picture book resources for philosophy in the primary years9 Putting It All Together - Thinking for Life; Chapter Outline; Home thinking - Working with parents; Suggestions for sharing philosophy with parents; Sharing philosophy homework; Introducing philosophy journals; Key Stage 2 journals; Reflective questions on home-school thinking; References; Resources; Concept cards; Same Different cards; The Philosophy Bridge; Jack and the Beanstalk handout; Choice card; Index
Setting the ground rules for philosophical enquiriesWhat are the philosophical skillsin progressive order?; Using the daily question board todevelop progression of skills; Reflective questions about how we can create philosophical thinkers; 5 First Enquiries; Chapter Outline; First enquiry activities for all ages; Activities; Reflective questions about early enquiries; 6 Think Again - Better Thinking; Chapter Outline; Checking thinking for accuracy; How to facilitate an enquiry using Choice cards; Logic and reasoning; Children taking control of thinking
When does a child stop playing?Reflecting on the nature ofplay and philosophy; 2 Storytelling and Fairy Tales; Chapter Outline; Starting with the children's stories; Children as tellers of tales; The power of the fairy tale; Using fairy tale puppets; Fairy tale activities; Reflecting on the nature of our children's stories; 3 Big Thinking, Big Ideas: The Role of the Facilitator; Chapter Outline; Exploring concepts: The philosophy of life; Introducing concepts to the children; Better questioning; Reflecting on the role of the facilitator; 4 Creating PhilosophicalThinkers; Chapter Outline
Summary: We live in an ever demanding world whereindependent, creative thinking is highly prized. We want the children of thefuture to have the skills and confidence to form their own ideas, and have theconfidence and resilience to speak up for what they believe in.Why Think? will enablepractitioners of children aged 3-11 to confidently turn their classrooms intospaces where thinking, challenging and reasoning become as natural as play. Inthis book, the author of But Why? explores how to maximise philosophicalplay through activities, games and parental engagement. Why Think?Includes: Inspirational case
Holdings
Item type Home library Call number Status Date due Barcode Item holds
Electronic Resource Electronic Resource UH Online Library Ebooks Not for loan
Total holds: 0

Enhanced descriptions from Syndetics:

Description based upon print version of record.

Cover; Half title; Also by; Title; Copyright; Contents; List of Activities; List of Case Studiesand Examples; Acknowledgements; About the Author; Introduction; Chapter Outline; Early attitudes to philosophicalthinking and learning; Philosophical teaching; Citizenship and the critical thinker; Giving children a voice; P4C in the EYFS; The P4C skill-based environment; 1 Starting with Play; Chapter Outline; Why philosophy starts with play; Examples of solving conflict in play; Resolving philosophical conflict in role play; Common musings in the nursery environment

Advanced thinking: Working with ethical problemsReflective questions on better thinking; 7 Continuing the PhilosophicalJourney; Chapter Outline; What does the traditional P4C enquiry look like?; Starting the session; Exploring the concepts; Questioning; Dialogue; Children as facilitators; Closure and evaluation; Reflecting on the structure of P4C enquiry; 8 The Final Adventure - Usingbooks for P4C; Chapter Outline; A hidden world inside the picture book; Case studies; Reflective questions about using picture books for enquiry; Resources - The book collections

Recommended picture book resources for philosophy in the primary years9 Putting It All Together - Thinking for Life; Chapter Outline; Home thinking - Working with parents; Suggestions for sharing philosophy with parents; Sharing philosophy homework; Introducing philosophy journals; Key Stage 2 journals; Reflective questions on home-school thinking; References; Resources; Concept cards; Same Different cards; The Philosophy Bridge; Jack and the Beanstalk handout; Choice card; Index

Setting the ground rules for philosophical enquiriesWhat are the philosophical skillsin progressive order?; Using the daily question board todevelop progression of skills; Reflective questions about how we can create philosophical thinkers; 5 First Enquiries; Chapter Outline; First enquiry activities for all ages; Activities; Reflective questions about early enquiries; 6 Think Again - Better Thinking; Chapter Outline; Checking thinking for accuracy; How to facilitate an enquiry using Choice cards; Logic and reasoning; Children taking control of thinking

When does a child stop playing?Reflecting on the nature ofplay and philosophy; 2 Storytelling and Fairy Tales; Chapter Outline; Starting with the children's stories; Children as tellers of tales; The power of the fairy tale; Using fairy tale puppets; Fairy tale activities; Reflecting on the nature of our children's stories; 3 Big Thinking, Big Ideas: The Role of the Facilitator; Chapter Outline; Exploring concepts: The philosophy of life; Introducing concepts to the children; Better questioning; Reflecting on the role of the facilitator; 4 Creating PhilosophicalThinkers; Chapter Outline

We live in an ever demanding world whereindependent, creative thinking is highly prized. We want the children of thefuture to have the skills and confidence to form their own ideas, and have theconfidence and resilience to speak up for what they believe in.Why Think? will enablepractitioners of children aged 3-11 to confidently turn their classrooms intospaces where thinking, challenging and reasoning become as natural as play. Inthis book, the author of But Why? explores how to maximise philosophicalplay through activities, games and parental engagement. Why Think?Includes: Inspirational case