By Amambo Edung Essien
This paper explores the introduction of philosophy for children in relation to the Nigerian basic educational curriculum. Specifically, the discussion focused on two folds – curriculum and philosophy for children, and pedagogy in teaching philosophy for children. The reason for this bifurcation is to ascertain whether Nigeria requires philosophy for children to be part of its curriculum at basic educational level. The impact of this programme on children’s life was highlighted and its conclusion argued that Nigerian educational policymakers should urgently pay adequate attention to the introduction of this programme in its curriculum and adopt amongst other methods the analytical method as a working pedagogy for effective functioning of this programme.