The purpose of this paper is to clarify the methods and meanings of “philosophical time with children at a nursery school” through a case study of Child A in a 5-year-old class. Field-notes were taken based on on-site observations, transcriptions of recorded video of the child’s communication with the teacher,interviews with the classroom teacher, Teacher B, and the head of the nursery school, Head C. From these data, two observations were made. The first, which was gained by the analytical processes, is that Child A, who had previously been just a talkative child, changed to become a reliable personality trusted by his classmates through philosophical inquiries and dialogues in the class. The other observation is that, through the “philosophical time,” changes were seen not only in Child A but also in other classmates, which consequently influenced the mindsets of the nursery school teachers, including Teacher B and Head C, about the potential of children and nursing through projects like “philosophical time.” The project gave children opportunities to enjoy dialogues that piqued their curiosity to seek out wonder in their daily lives. It also gave the teachers opportunities to gain insights into children, childcare, and education. The children trusted Teacher B, and they felt safe and relaxed sitting in a circle with classmates by conversing freely on an equal footing with each other.
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