Learning Progress Monitoring in Early Teaching of Philosophy

Philosophy is traditionally studied and practiced by adults. However, UNESCO has promoted the Early Teaching of Philosophy movement to help children develop philosophical thinking. Philosophy for Children (P4C) brings together activities, resources, and processes that vary depending on the aims and approaches of each program’s designers. Despite these variations, several core components remain essential: objectives, topics, pedagogical resources, methodology, and assessments. Analyzing 228 proposals and experiences, this article addresses how to measure the outcomes of this movement and clarifies strategies for assessing children’s philosophical learning. Initial findings show that 76.75% of texts do not consider the need, importance, or use of strategies for measuring learning in P4C. To establish appropriate guidelines for early philosophy education proposals, we analyze those that include such strategies. Two main approaches were identified: a quantitative approach, focused on identifying figures that represent the philosophical progress of the participants, and a qualitative approach, which addresses the different moments of philosophical dialogue with children. This article concludes that monitoring children’s philosophical development in a Community of Inquiry benefits from a combination of quantitative and qualitative strategies.