Abstract
This study is based on Matthew Lipman's Philosophy for Children (P4C) methodology and highlights the role of philosophical dialogue lessons in identifying and developing children’s thinking skills aged 9-13. Philosophy provides a flexible, universal approach to thinking, relevant for both adults and children across every domain of knowledge. In today’s digital society, the importance of introducing philosophy from childhood through P4C is particularly significant for the natural development of children’s thinking skills. Philosophical dialogue sessions teach children to think deeply, share ideas, view the world from unique perspectives, provide meaningful responses, make decisions, reflect, and strengthen self-confidence. The purpose of this study is to identify various thinking skills in children through philosophical dialogue and to demonstrate ways to develop them. Data were analyzed using observation and surveys, with a focus on content analysis. The introductions of each philosophical dialogue session, featuring stimulating materials and national values, supported the development of children’s varied thinking abilities. The study’s findings demonstrate the impact of philosophical education on children’s intellectual and personal development and highlight its importance and necessity in the contemporary national education system.