Abstract
ABSTRACT The paper reports on a case study addressing the question of how young children think about the living/non-living distinction before and after their engagement in a ‘Philosophy for Children’-inspired learning environment. The aim of the learning environment was to help children come up with a better identification of living and non-living things by grasping certain biological functions as the main identification criteria. Our participants were 15, conveniently selected, 4–5 years old pupils of a public kindergarten. In order to evaluate the learning gains, we carried out our pre-/post-tests with semi-structured individual interviews. The results were rather promising and will be discussed thoroughly in the paper.
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