Abstract:

Question is an intellectual process that takes place to bring an experience to a meaningful state. Interrogated individuals are individuals who guide themselves, guide, ensure continuity of interrogation, doubtful, willing to learn, curious, respecting the reasons and who need time to adopt a proof (Beyer, 1991). The nature of the questions asked for a good questionnaire process is very important. Because qualified questions allow children to better analyze the depth of their thoughts (Moyer & Milewiez, 2002). The philosophical approach to children develops the children’s skills to structure concepts, think, question, interpret, make sense and establish inter-sensitive relationships (Fisher, 2005). It is known that through the philosophical questioning of children in the pre-school period, their attention, mindfulness, empathy, active listening and skills, the use of logical argumentation, the performance of distinguishing all parts of the relationship, are positively affected (McCall, 2013). Based on these data, the purpose of the study is to identify the level of questions that children create and the differences in the nature of the answers they give in the questioning processes of the "Children with Philosophy" teaching program applied to children in the pre-school period. In the study, a single group of semi-experimental patterns were used in the pre-test final test with non-selective experimental patterns (Creswell, 2013) . In the framework of the research, 8 weeks of "filosofy with children" educational activities were implemented. Applications are applied for 8 weeks, 1 day per week for 1 hour. These events are prepared within the framework of the CoPI method commonly used in the applications of 'Children with Philosophy'. The study’s work group consists of 7 girls in the 6 year group, 7 boys and 14 children, which continued before school in the 2015-2016 educational year. In this study, the data was collected with the "philosophical query text and the interview form containing questions" and the audio recordings received during the training sessions. In the process of analysis of the data, the processes of questioning and answering questions of children were evaluated by 2 researchers. In the analysis of the data obtained from the conversations, the method of Creswell (Creswell, 2012) was used. When the study findings were studied, the "Children with Philosophy" curriculum developed the level of questions that children in the pre-school philosophical questionnaire processes created and the nature of the answers they gave (responsing questions, explaining the reason, giving examples, and the number of words used).

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