ABSTRACT
Traditional teacher-pupil interaction is a necessary feature of learning, but it is not sufficient nor is it the best means for maximizing the learning potential of children. Some Philosophy for children practitioners like to use picturebooks, especially with young children who find conceptual thinking difficult. Leaving children to think and learn on their own does not guarantee that they will engage in creative thinking. What they need to stimulate, challenge and stretch their thinking is dialogue. It is a good idea before engaging children in philosophical discussion to begin with a thinking game to help to activate and focus their minds. Through interrogating a narrative, children can learn more about the story, but through philosophical discussion mediated by a teacher they can be helped to analyze the concepts and ideas within a story and thus learn more about the world, about others and about themselves.
