Philosophy education practices with children are one of the popular new approaches in which students actively participate, engage in the questioning process, and that they are encouraged to improve their discussion skills. High-level thinking skills such as questioning, critical thinking, problem solving, decision making, and creativity are assessed within framework of the qualities that philosophy education for children seeks to instill in students. When the pre-school period, when students begin to gain their first school experience and basic skills are attempted to be instilled, is considered, it serves as a foundation for their subsequent school life and periods. In this regard, the pre-school period and any qualifications obtained during this time are critical in the development of students. When the teachers of the future, who will provide these qualifications to their students, gain experience and raise awareness on this subject, this would also mean that the teacher candites would also bring professional contribution. In this sense, the aim of this study is to examine the views of pre-school teacher candidates on philosophy education practices with children in detail. The study method was developed in a qualitative pattern within the framework of this purpose. The study group consists of 15 second and third grade students from Karamanolu Mehmetbey University's Education Faculty, Preschool Education Department of the Primary Education Department. A semi-structured interview form was used in the study to obtain teacher candidates' opinions on the practices. The data was analyzed using the content analysis method. When the results were examined, pre-school teacher candidates stated that they had no prior knowledge about the practices of philosophy education with children and that they wanted to apply it with their students when they started the profession. The pre-service teachers also stated that the practices of philosophy education with children aided them and had a positive impact on them. Again, the pre-service teachers emphasized that the practices were beneficial to their personal and professional development, and provided positive contribution to them.
Pre-school teaching, Philosophy education with children, Teacher candidate.