P4C games

Children really enjoy the playful aspect of P4C. Here are a couple of fun warm-up games that you can use in your P4C practice (Step 1 of the Ten Steps).

Pass the Tambourine

This is a great game for young children to practise turn-taking. It also develops co-operation and focus.

I usually start by shaking my very loud tambourine and saying, I wonder if it would be possible to pass this around our circle without it making any noise at all?

It’s fascinating watching the children work out different ways to do it! And by the time they’ve concentrated on this they’ll be in just the right mindset to do some philosophical thinking.

If, then

A Year 4 class who I was working with found this challenging at first – especially the grammar! – but after half a term became surprisingly good at it.

Start by modelling a sentence such as If I had got up earlier today, then I would have eaten more breakfast. The next person begins with If I had eaten more breakfast, then …  etc.  Continue around the circle.

As well as often generating funny stories this is a great way to practise the language of reasoning and will impact on the children’s ability to reason confidently during the enquiry.

Instant impact of my Talk Prompts

I recently worked with a Year 3 class to demonstrate some strategies for raising the quality of talk. The pupils were discussing the ‘odd one out’ from three objects. After a few minutes I placed a few Talk Prompts in the middle of the circle. I didn’t say anything, but the children immediately started speaking in much more powerful, articulate sentences. For example, “I strongly believe the pencil is the odd one out because it is the only one made from a natural material.”

Such a simple technique - imagine how they will speak (and write!) in Year 6 if this school decides to implement Talk Prompts across the school.

You can find my Talk Prompts in the Resources section of this site. I’d love to hear how you get on.

A classroom floor with about 16 printed sheets of paper, each showing a different Talk Prompt, for example ‘I strongly believe…’ and ‘I support the suggestion that…’.

Putting ourselves in the childrens’ shoes

Adults love doing P4C just as much as children. I recommend that the school team regularly take part in their own enquiries - not only because it’s fun and interesting but because it reminds us what it’s like to

  • listen before we speak

  • connect our thoughts to others’ ideas

  • experience having our own opinions challenged.

Here’s a group of teachers on my P4C Level 1 course doing a mini enquiry resulting from a philosophical prompt.

Two groups of five primary school teachers, each sitting in a circle on chairs in a classroom and discussing a card containing a philosophical prompt.

Big Ideas

One of the biggest challenges of P4C is getting children to generate philosophical questions from a stimulus.  Helping them to spot the philosophical concepts or ‘Big Ideas’ is a great start. Once they have these, question making is a whole lot easier.

I sometimes show them a few Concept Cards, or Big Idea cards:

Eight yellow cards, each showing a concept word such as Work, Truth, Money, Revenge

I then ask them, Were any of these ideas in the story?

Here is a Concept Card grid that you are welcome to use.

The Birthplace of P4C

This summer I was lucky enough to attend the annual summer seminar organised by the Institute for the Advancement of Philosophy for Children (IAPC) based at Montclair State University, NJ.

It was inspiring to spend a week with fellow P4C advocates from the USA and further afield. As well as examining some of the academic papers written about P4C, we immersed ourselves in philosophical enquiry. Only by doing it ourselves can we get close to experiencing some of what children might think and feel when they do it.

Questions including 'Are all gifts burdens?' and 'Is there anything art shouldn't express?' engaged us all in the pursuit of finding possible - and reasonable - answers. We were challenged to give evidence and examples to back up our positions, all of us taking a turn to facilitate an enquiry.

Something that I found particularly useful was the practice of naming our 'moves'. I am going to give a counterexample. Or, I am going to add some supporting evidence for Sara's position.

This requires tight facilitation, and can interrupt the flow of dialogue, but, I believe, has huge potential for increasing the quality of dialogue and developing confident, articulate speakers.

https://www.montclair.edu/cehs/academics/centers-and-institutes/iapc/ 

Talk Promise

I was thrilled to see the newly-developed promise displayed in every classroom on a return visit to one of my 'talk schools'. And when asked for feedback on the talk project, a Year 5 pupil said, "the Talk Promise helps boost my confidence because I know that a lot more people will be listening."

Talk promise on display in classroom.jpg

Dialogic teaching guru Robin Alexander would be pleased...

Many schools and teachers fail to make students aware of the ground rules for effective dialogue.
— Robin Alexander