<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872019000101111</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2019.42556</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Philosophising with young children as a language-promoting principle]]></article-title>
<article-title xml:lang="pt"><![CDATA[Filosofar com crianças pequenas como princípio de promoção de línguas ou linguagem]]></article-title>
<article-title xml:lang="es"><![CDATA[Filosofar con niños pequeños como principio promotor del linguaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[alt]]></surname>
<given-names><![CDATA[katrin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,university of bremen and hamburg  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Germany</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872019000101111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872019000101111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872019000101111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Children develop language and communication skills through interaction with adults and other children. This study therefore focuses on two interdependent issues: the effect of philosophizing with children on children&#8217;s language development and the speech acts of teachers and children in philosophical enquiries. As part of a before-after test with the &#8220;Hamburger Verfahren zur Analyse des Sprachstandes Fünfjähriger&#8221; (Reich &amp; Roth, 2004, Hamburg Procedure for Analysing the Language Level of Five Year-olds), weekly philosophical discussions were undertaken with a test class over a period of six months. The central findings are that the philosophising children developed significantly higher language ability compared with a non-philosophising control class in two areas, namely general performance in discussion and the use of more sophisticated connectors. A further part of the study compared the speech acts of the children and their pre-school teacher in the context of philosophical discussion with their speech acts in a different dialogic situation (dialogic discussion of picture books). This showed that philosophical questions from the pre-school teacher led to the production of particularly complex language by the children. Complex speech acts involve the use of higher-level verb structures and connectors. These are necessary in order to reason and act as a citizen agent and are supported by philosophising with children, as this study shows.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Crianças desenvolvem habilidades de comunicação e linguagem através de sua interação com adultos e outras crianças. Este estudo, assim sendo, se debruça sobre duas questões independentes: os efeitos da filosofia com crianças em seu desenvolvimento linguístico e os atos discursivos de professorxs e crianças em investigações filosóficas. Como parte de um teste comparativo do tipo &#8220;antes-depois&#8221; com o &#8220;Hamburger Verfahren zur Analyse des Sprachstandes Fünfjähriger&#8221; (Reich &amp; Roth, 2004, Procedimento de Hamburgo para Análise de Nível Linguístico de Crianças de Cinco Anos), discussões filosóficas semanais foram realizadas com uma turma de teste por um período de seis meses. As descobertas centrais foram de que as crianças que filosofavam desenvolveram habilidades linguísticas significativamente mais avançadas comparadas a um grupo de controle que não trabalhou com a filosofia, em duas áreas, a saber: desempenho geral em discussões e o uso de conectores mais sofisticados. Uma parte subsequente do estudo comparou os atos discursivos das crianças e seus/suas professorxs no contexto das discussões filosóficas com seus atos discursivos numa situação dialógica diferente (diálogo sobre livros de ilustrações). Isto mostrou que as questões filosóficas que partiram dx professorx da pré-escola levaram à produção de uma linguagem particularmente complexa pelas crianças. Atos discursivos complexos envolvem o uso de estruturas verbais e conectores de alto nível linguístico. Estes são necessários para racionalizar e atuar na realidade como cidadão, e este estudo mostra como seu desenvolvimento está aliado à filosofia com crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Los niños desarrollan habilidades de lenguaje y comunicación a través de la interacción con adultos y otros niños. Por consiguiente, este estudio se centra en dos cuestiones independientes: el efecto del filosofar con niños en su desarrollo lingüístico y los actos de habla de maestros y niños en las investigaciones filosóficas. Como parte de una prueba comparativa de &#8220;antes-después&#8221; con el &#8220;Hamburger Verfahren zur Analyse des Sprachstandes Fünfjähriger&#8221; (Reich &amp; Roth, 2004, Método de Hamburgo para el Análisis del Nivel Lingüístico de Niños de Cinco Años), se realizaron discusiones filosóficas semanales con un grupo de testeo por un período de seis meses. Los hallazgos centrales son que los niños que hacían filosofía desarrollaron habilidades lingüísticas significativamente superiores en comparación con una clase de control que no hacía filosofía, en dos áreas, a saber: el rendimiento general en la discusión y el uso de conectores más sofisticados. Más adelante, otra parte del estudio comparó los actos de habla de los niños y sus maestros de preescolar en el contexto de las discusiones filosóficas con sus actos de habla en una situación dialógica diferente (discusión dialogada sobre libros de ilustración). Esto mostró que las preguntas filosóficas de los maestros de preescolar condujeron a los niños a la producción de un lenguaje particularmente complejo. Los actos de habla complejos implican el uso de estructuras verbales y conectores de alto nivel lingüístico. Éstos son necesarios para razonar y actuar como agentes ciudadanos, y se ven favorecidos por el filosofar con niños, como este estudio muestra.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophical enquiry enhanced through picture books]]></kwd>
<kwd lng="en"><![CDATA[language promotion]]></kwd>
<kwd lng="en"><![CDATA[preschool children]]></kwd>
<kwd lng="pt"><![CDATA[investigação filosófica potencializada através de livros de ilustrações]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento linguístico]]></kwd>
<kwd lng="pt"><![CDATA[crianças na educação infantil]]></kwd>
<kwd lng="es"><![CDATA[investigación filosófica potenciada a través de libros de ilustración]]></kwd>
<kwd lng="es"><![CDATA[desarrollo lingüístico]]></kwd>
<kwd lng="es"><![CDATA[niños en prescolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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