INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES Thinking and Children 2383-0700 11 2 2021 02 19 Identifying and developing a philosophy curriculum model to children (consecutive exploratory combined research) Identifying and developing a philosophy curriculum model to children (consecutive exploratory combined research) 6089 10.30465/fabak.2021.6089 FA Morteza Abedini Nazari PhD student in Philosophy of Education, Sari Branch, Islamic Azad University, Sari, Iran Seyedeh Esmat Rasouli Assistant Professor, Department of Educational Sciences, Curriculum Planning, Sari Branch, Islamic Azad University, Sari, Iran Saeed Saffarian Hamedani Associate Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran Journal Article 2021 02 27 The purpose of present study was to identify and develop a philosophy curriculum model to children. The present study was a mixed exploratory study. The statistical population of the study in the qualitative part was all of academic and education experts that among them 21 people were selected as the sample size using purposive sampling method. In the quantitative part, the statistical population included all elementary school teachers in Tehran city that among them 420 people were selected as a sample using random cluster sampling method. In order to collect data in the qualitative part of the research semi-structured interview and in the quantitative part, a researcher-made questionnaire was used. The method of data analysis in the qualitative part was theoretical coding and in quantitatively section Pearson correlation and factor analysis were analyzed using SPSS-v21, Smart Pls-v3 and Lisrel-v8 software. The results showed that teaching philosophy to students includes three general dimensions of constituent factors (philosophical mentality, philosophical dialogue and teaching philosophical education), influencing factors (curriculum, teacher and management) and influenced factors (critical thinking, Wisdom and self-efficacy). The results of confirmatory factor analysis showed that the proposed model has a good fit. The purpose of present study was to identify and develop a philosophy curriculum model to children. The present study was a mixed exploratory study. The statistical population of the study in the qualitative part was all of academic and education experts that among them 21 people were selected as the sample size using purposive sampling method. In the quantitative part, the statistical population included all elementary school teachers in Tehran city that among them 420 people were selected as a sample using random cluster sampling method. In order to collect data in the qualitative part of the research semi-structured interview and in the quantitative part, a researcher-made questionnaire was used. The method of data analysis in the qualitative part was theoretical coding and in quantitatively section Pearson correlation and factor analysis were analyzed using SPSS-v21, Smart Pls-v3 and Lisrel-v8 software. The results showed that teaching philosophy to students includes three general dimensions of constituent factors (philosophical mentality, philosophical dialogue and teaching philosophical education), influencing factors (curriculum, teacher and management) and influenced factors (critical thinking, Wisdom and self-efficacy). The results of confirmatory factor analysis showed that the proposed model has a good fit.