Document Type : Research Paper

Authors

• pardis sadat mojtabavi ¹
• Masomeh Behbodi ²
• nasrin bagheri ³

¹ Educational Psychology Department, Faculty of Psychology and Educational Sciences, Roudhan Branch, Islamic Azad University, Roudhan , Iran.

² Department of Counseling, Faculty of Psychology and Educational Sciences, Roudhan Branch, Islamic Azad University, Roudhan , Iran.

³ 3. Assistant Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Roudhan Branch, Islamic Azad University, Roudhan , Iran.

Abstract

The present study was conducted to investigate the effectiveness of teaching philosophy to children on emotional self-awareness and ethical development of 9-12 year old children. The current study was a semi-experimental application with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the research included children aged 9 to 12 who were studying in the fourth, fifth and sixth grades of primary school in the academic year of 2022-2023 in Tehran. In this research, 35 children aged 9 to 12 were selected by purposeful sampling and randomly assigned to experimental and control groups (18 children in the experimental group and 17 children in the control group). The children in the experimental group received the intervention of teaching philosophy to children during eight weeks in eight 75-minute sessions. Emotional Expressivity Scale for Children (EESC), Emotional Self-Awareness Questionnaire (EMSQ) and Ethical Development of Children and Adolescents Questionnaire (EDCAQ) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that teaching philosophy to children has significant effect on the emotional self-awareness (p<0.0001, Eta=0.56, F=41.43) and ethical development (p<0.0001, Eta= 0.62, F=53.25) in the 9-12 year old children.

Keywords

• Children
• Emotional Self-Awareness
• Ethical Development
• Teaching Philosophy to Children