This commentary reviews the impact of Philosophy for Children on language skills in d/Deaf and hard of hearing children, suggesting educational improvements.
Key Points
The aim is to evaluate the potential of Philosophy for Children (P4C) in enhancing language and thinking skills for d/Deaf and hard of hearing children.
Systematic review of 11 research articles
Evaluation of effects of P4C on hearing primary school students
Two-phase approach encompassing research findings and pedagogical implications
P4C is established as an evidence-based practice for developing language skills
Potentially effective for promoting higher-order thinking skills and literacy
Identified a significant gap in research regarding P4C applications for d/Dhh children