This study emerged as the outcome of a project examining the pedagogical significance of philosophy activities conducted with primary school children and their effects on individual development. Within the scope of the project, the aim was to foster the development of children’s creative and critical thinking skills. In the project, various philosophical themes appropriate to the children’s age and developmental levels were identified; issues of selfhood, identity, and otherness were opened to discussion, particularly through Leo Lionni’s Pezzettino, in ways suited to the children’s experiences and inquiries. The activities were conducted under the guidance of Matthew Lipman’s philosophy with children approach and pedagogical techniques such as the Socratic method, which supported the enhancement of children’s cognitive abilities. Consequently, participating children actively engaged with philosophical thinking, deepening their capacity to question themselves and their surroundings. The findings demonstrate that establishing philosophical thinking environments at an early age is effective in fostering children’s critical and creative thinking skills.