ABSTRACT

The paper reports on a case study addressing the question of how young children think about the living/non-living distinction before and after their engagement in a ‘Philosophy for Children’-inspired learning environment. The aim of the learning environment was to help children come up with a better identification of living and non-living things by grasping certain biological functions as the main identification criteria. Our participants were 15, conveniently selected, 4–5 years old pupils of a public kindergarten. In order to evaluate the learning gains, we carried out our pre-/post-tests with semi-structured individual interviews. The results were rather promising and will be discussed thoroughly in the paper.

摘要

该论文报告了一个案例研究，该案例研究了幼儿在参与“面向儿童的哲学”学习环境之前和之后如何看待生活/非生活的区别的问题。学习环境的目的是通过掌握某些生物学功能作为主要识别标准，帮助孩子更好地识别生物和非生物。我们的参与者是15名方便选择的4-5岁公立幼儿园的学生。为了评估学习收益，我们使用半结构化个人访谈进行了测试前/测试后。结果相当有希望，并将在本文中进行深入讨论。