It is necessary to realize widespread and effective implementation of philosophy for children (P4C) in teacher education. Learning the views of teacher candidates and identifying implementation-related difficulties can help determine the content of such education. Thus, thirty teacher candidates who participated in an elective P4C course were studied. Data obtained through a qualitative study showed that the candidates struggled to ask questions, conduct debates, and associate philosophy with curricula. However, their perceptions of childhood and philosophy changed positively. In order for P4C teacher education to succeed, the importance of philosophical knowledge and perspectives should be emphasized, discussion and questioning processes should be analyzed, and candidates should receive feedback and have opportunities for practice and self-assessment.

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The philosophy for children is to philosophize with the children. Many children’s books have been written in order to philosophy with the children.  The books of philosophy for children should contain the philosophical questions or problems, and provide them with examples by concretizing. In this study, five books of the philosophy for children discussing the concept of art and beauty have been examined and it has been analyzed how the books discussed the philosophical concepts. It has been determined that the books have mostly given place to the views of the subjectivist theories, and the different questions and opinions in this area have not been sufficiently reflected to the books. In the books of philosophy for children, it can be stated that the books should involve various philosophical questions and problems related to the concepts of beauty and art, and should not take into consideration the subject by a single point in order to ensure children think more about it from different angles.  Keywords: philosophy for children; beauty consept; art consept

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