Preschool teachers’ views on philosophy education and philosophical inquiry

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.