Philip Jenkins|Sue Lyle
Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10
Cefn Coed Hospital|Swansea University
abstract philosophy children schools project p4cisp research project monitor evaluate impact philosophy children p4c classroom practices paper impact p4c thinking skills four children aged 10 examined standardised tests indicated children belowaverage reading ages pupils video recorded engaged discussion questions formulated response series texts preparation community philosophical enquiry group discussions analysed paying attention verbal nonverbal communication argue reading scores necessarily indicate inability engage literate thinking dialogic approaches used pupils given opportunities work small groups formulate questions evaluate potential generating enquiry demonstrate ability use higherorder language skills dialogic approaches challenge hegemonic impact standardised testing dominates modern schooling dialogic approach teaching listens pupil voice potential change adults view children contribute epistemological paradigm shift away positivism towards dialogism keywords classroom dialoguedialogicpedagogypeer interactionsociocultural theoryparticipatory discourse