Student Perceptions of Philosophy for Children (P4C) in Primary Schools of New Zealand
Keywords:
Philosophy for Children, student perceptions, primary education, critical thinking, New Zealand, dialogic pedagogyAbstract
This study investigates student perceptions of Philosophy for Children (P4C) implementation in New Zealand primary schools. Through a qualitative inquiry involving 120 students from six primary schools across Auckland, Wellington, and Christchurch, the research explores how students experience and value philosophical dialogue in their learning environments. Data collection employed semi-structured interviews, focus group discussions, and student-generated reflective journals over a six-month period. Findings reveal that students perceive P4C as enhancing their critical thinking abilities, fostering collaborative learning communities, and developing confidence in articulating complex ideas. Students particularly valued the democratic nature of philosophical inquiry and the opportunity to explore questions without predetermined answers. However, challenges emerged regarding time constraints and varying levels of peer participation. This research contributes to understanding student voice in pedagogical innovation and offers insights for educators implementing dialogic practices in primary education settings.
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