Philosophy with Children, self-regulation and engaged participation for children with emotional-behavioural and social communication needs

Claire Cassidy, Helen Marwick, Lynn Deeney, Gillian McLean

Research output: Contribution to journalArticle

Abstract

This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of ten weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children.
LanguageEnglish
Pages1-38
Number of pages38
JournalEmotional and Behavioural Difficulties
Publication statusAccepted/In press - 30 May 2017

Fingerprint

self-regulation
Communication
participation
communication
community
practical philosophy
dialogue
philosophy
Self-Control
classroom
interaction
Group

Keywords

  • autism
  • SEBN
  • philosophy with children
  • self-regulation
  • social engagement

Cite this

@article{3cacaaa454094cef92b59f5d99532746,
title = "Philosophy with Children, self-regulation and engaged participation for children with emotional-behavioural and social communication needs",
abstract = "This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of ten weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children.",
keywords = "autism, SEBN, philosophy with children, self-regulation, social engagement",
author = "Claire Cassidy and Helen Marwick and Lynn Deeney and Gillian McLean",
year = "2017",
month = "5",
day = "30",
language = "English",
pages = "1--38",
journal = "Emotional and Behavioural Difficulties",
issn = "1363-2752",

}

TY - JOUR

T1 - Philosophy with Children, self-regulation and engaged participation for children with emotional-behavioural and social communication needs

AU - Cassidy, Claire

AU - Marwick, Helen

AU - Deeney, Lynn

AU - McLean, Gillian

PY - 2017/5/30

Y1 - 2017/5/30

N2 - This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of ten weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children.

AB - This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of ten weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children.

KW - autism

KW - SEBN

KW - philosophy with children

KW - self-regulation

KW - social engagement

UR - http://www.tandfonline.com/toc/rebd20/current

M3 - Article

SP - 1

EP - 38

JO - Emotional and Behavioural Difficulties

T2 - Emotional and Behavioural Difficulties

JF - Emotional and Behavioural Difficulties

SN - 1363-2752

ER -