對兒童哲學的從事者而言，兒童哲學課程如何設計是個關鍵的問題。本文有兩個目的，首先是提出分析兒童哲學課的「階段光譜」，並以此光譜分析四套臺灣常見的兒童哲學課或教材：依序是李普曼的兒童哲學教材、奧斯卡．柏尼菲的兒童哲學教材、輔仁大學潘小慧的兒童哲學課、華梵大學的冀劍制的兒童哲學創作。階段光譜能幫我們更深理解這些課程的內容理念。

本文第二目的是簡介筆者設計以西洋哲學史為中心的兒童閱讀課。筆者希望能讓孩子透過閱讀哲學家的故事認識不同時代的精神，不同世界的價值觀，培養深度思考。最後也以「階段光譜」分析自己的教材，期待能以此更有系統地理解甚至創造各種兒童哲學。

For education practitioners who teach philosophy to children, designing courses is a key challenge. The purpose of this article is twofold. First, it proposes a stage-based spectrum for analyzing philosophy in courses for children and applies this spectrum to analyze four sets of common courses or teaching materials used in Taiwan, namely Lipman’s children’s philosophy textbooks, Oscar Brenifeir’s philosophy textbook for children, Pan Hsiao-Huei’s (Fu Jen Catholic University) work on philosophy classes for children, and Chi Chien-Chih’s (Huafan University) readings on philosophy for children. The stage-based spectrum can help practitioners gain a more comprehensive understanding of the content of these courses.

Second, the article introduces the author’s design for children’s reading classes based on the history of Western philosophy. The author proposes exposing children to stories of philosophers to help them understand the spirit of various eras and the values of various cultures and to cultivate their in-depth thinking skills. Finally, the stage-based spectrum is used to analyze the author’s own teaching materials, aiming to systematically understand and create various philosophy courses for children.