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The effects of the P4C approach on the development of gifted students: A systematic review

Süleyman Erkam Sulak , Zeynep Yılmaz Alkan

Abstract

The aim of this study is to systematically examine the effects of the Philosophy for Children (P4C) approach on the development of gifted students. Within the scope of the research, open-access articles published in Turkish and English between 2015 and 2024 were reviewed, and six studies meeting the inclusion criteria were analyzed using content analysis. The findings revealed that the P4C approach has been primarily investigated in relation to its effects on academic skills such as language development, critical thinking, and problem-solving in gifted students. Furthermore, it was determined that P4C practices also support social-emotional competencies, including empathy, self-awareness, and social adaptation. Additionally, positive increases were observed in students’ intrinsic motivation towards learning and in-class interactions. Based on the analyzed data, it was concluded that P4C is a strong pedagogical approach that contributes significantly to the holistic development of gifted individuals. Suggestions for future research are also presented.

Keywords: Philosophy for children (P4C) Gifted students Systematic review

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The effects of the P4C approach on the development of gifted students: A systematic review

Abstract

References

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