Investigating the Effectiveness of Teaching Philosophy to Children in the Development of Life Skills (Stress Management and Emotion Management) of Elementary School Students

Document Type : Original Article

Authors

1 Assistant Professor , Department of Educational Sciences, Farhangian University, Tehran, Iran.

2 Assistant Professor, Department of Educational Sciences, Farhangian University.Tehran, Iran

3 M.A. in Educational Sciences, Farhangian University, Iran.

10.22091/jrim.2025.12087.1181

Abstract

The present study was conducted with the aim of investigating the effect of philosophy education for children on life skills (stress management and emotion management) in fifth- grade male students. This study was a semi-experimental study in terms of its practical purpose and design in the form of pre-test-post-test with a control group. The statistical population included all fifth grade male students of Zarindasht schools in the academic year of 1401-1402 in the number of 1000 people. Using the multi-stage cluster sampling method, an elementary school was selected, and 60 of its students were randomly assigned to two experimental (30 people) and control (30 people) groups. The tools of data collection in this research were two standard stress management questionnaire (Kobin et al., 1990) as well as emotion control one by Williams et al. (1997). Descriptive and inferential statistics (covariance analysis method) were used to analyze the data. The findings show that teaching philosophy to students has a positive effect on stress and emotion management. Therefore, it can be concluded that teaching philosophy to children has increased life skills in terms of stress management and emotion management in fifth-grade elementary students. Considering the positive effect of teaching philosophy to elementary school students in the direction of stress and emotion management as two basic life skills, it is suggested to design and use stories with the theme and method of teaching philosophy in educational programs in the field of lesson planning in relation to the curriculum content of elementary schools

Keywords

References

Aflakifard, H. & GhalehNoei, M. (2023). The Necessity of Teaching Philosophy for Children and Its Role in Promoting Students' Creative Thinking and Social Skills. Journal of Philosophical Investigations, 17(44), 824-840. doi: 10.22034/jpiut.2023.55051.3460
Alijafari, K. (2017). The Method of Teaching Islamic Philosophy to Children [ Master's thesis, Imam Khomeini Higher Education Complex].
Almasi Hosseini, S. S. (2011). Investigating the effect of the implementation of the thinking training program, titled "Philosophy for Children" as a research community, on the improvement of social skills and self-esteem in fifth grade students [Master's thesis, Allameh Tabatabai University].Tehran.
Barani, S. M., Bahmani, T., & Barani, S. M. A. (2024). Effect of Philosophy for Children Curriculum on Life Skills Development in Fifth Grade Students Attending Public Elementary Schools in Behbahan. Thinking and Children,14(2), 27-49. Doi: 10.30465/fabak.2024.9275.
Exupèry, A. (2024). The Little Prince (A. Shamlou, Trans.) Negah.
Fazaalizadeh, S. & Masoumi Fard, M. (2019). How to realize life skills in primary education curricula. The Second National Conference on New Findings of Teaching-Learning in Primary Education. https://civilica.com/doc/1115698
Fisher, R(2017). Teaching thinking to children (M. Safai Moghadam & A. Najarian, Trans.). Gozen Publications.
Khademsadegh, M., & Feridouni, S. (2014). The effectiveness of teaching philosophy to children in the development of philosophical thinking of sixth grade students in Shiraz district. The First International Conference on Innovation and Research in Arts and Humanities.
Karmi, M. & Mohammadkhani, Sh. (2019). Effectiveness of life skills training on reducing parent-child conflicts in students of Shirvan city. Journal of Socio-Cultural Studies of Khorasan, 13(2), 127-151. doi: 10.22034/fakh.2019.93119
Lipman, M. (2015). Natasha; A dialogue based on Vygotsky's theory (M. Hedayati, Trans.).
Lam, C. M. (2023). A philosophy for children approach to professional development of teachers. Cambridge Journal of Education, 53(1), 1-17.
Naji, S. & Mahmoudi, S. N. (2023). Philosophical Stories as Textbooks: Advantages and Necessities of Stories from the Perspective of the Founders of P4C Program. Thinking and Children, 13(2), 241-266. doi: 10.30465/fabak.2022.7838
Pala, F. (2022). The Effect of Philosophy Education for Children (P4C) on Students' Conceptual Achievement and Critical Thinking Skills: A Mixed Method Research. Education Quarterly Reviews, 5(3),27-41.
Pritchard, M. (2002). Philosophy for children.
Rahimi, S., & Mers Abadi، J., & Alipour, F. (2023). A Meta-Analysis of the Effect of Philosophy for Children Program on the Developmental Dimensions (Cognitive، Social، Emotional and Moral) of Children and Adolescents in Iran. Thinking and Children, 13(2) , 99-132. Doi: 10.30465/fabak.2023.7708
Serin, N. (2023). The Effect of Philosophy for Children and Communities (P4C) on Preservice Teachers’ Attitudes to Critical Thinking and Perception of Critical Reading Self-Efficacy,  International Journal of Eurasian Education and Culture, 8(20), 384-415.
Siegmund, M. (2020). Philosophy for Children. Grandpa Carl the Owl and his Grandson Nils the Owl, Norderstedt.
Sindberg, J. S. (2021). The Impact of Philosophy with Children from the Perspective of Teachers. https://doi.org/10.1080/03055698.2020.1871323
Rashtchi, M. (2012). Literary Stories and Their Role in the Improvement of Thinking Ability in Children. Thinking and Children, 1(2), 23-37.
Rauf, Yasin. (2024). The effect of teaching philosophy to children on the development of life skills of male students of the fifth grade of elementary school [ Master's thesis, Farhangian University]. Shiraz.
Seifi Gandmani, M.Y., & Shaghaghi, F., & Kalantari Meybodi, S. (2011). The effectiveness of the philosophy education program for female studentts on their self-esteem and problem solving ability.  Applied Psychology Quarterly, 5(2), 66-83.
Shahmohammadi, N. (2020). A Review of Effectiveness of Teaching Philosophy to Children on Critical Thinking Skills of Sixth-Grade Students. Thinking and Children, 11(1), 95-116. doi: 10.30465/fabak.2020.5831
Shiravani Shiri, A. (2023). The Role of the Story in Nurturing and Strengthening the Child's Questioning Skills. Journal of Children's Literature Studies, 13(2), 193-220. doi: 10.22099/jcls.2021.39417.1854
Tajlinia, A. & Karimi, R. (2013). Investigating the effect of the implementation of the philosophy program for children in reducing and controlling the anger of the first grade male students of secondary school in Tehran, Thinking and Children, 5(9), 39-63.
Worley, P. (2016). Philosophy and children. The Philosophers' Magazine, (72), 119-12
Yapijakis, C. (2022). Philosophical Management of Stress: An Introduction. Conatus - Journal of Philosophy, 7(2), 7–31. https://doi.org/10.12681/cjp.31823
Yunus, M., & Chaudhary Pankaj, K. (2023). The Role of Emotion Regulation in Stress Management: An Overview, Journal of Clinical Research and Applied Medicine, 3(1), 9-12. doi:10.5530/jcram.3.1.3.
 

Files

History

  • Receive Date: 09 January 2025
  • Revise Date: 06 February 2025
  • Accept Date: 12 February 2025

Share

How to cite

Statistics