Philosophising is first and foremost a tool for the development of thought that calls uponthe cognitive abilities of the subject, encouraging the restructuring or re-organization of one's knowledge. Above all, it is also instrumental to the formation of attitudes towards research and the development of the ability to question oneself and the world around us. It concerns the how, rather than the what, i.e. attitude with which the subject regards problems, transforming itself over time into a mental habitus that affects the quality ofthought.Doing Philosophy with children means taking them by the hand through non-obvious paths of becoming aware of themselves and their own consciousness.This contribution integrates the experience of Philosophy for Children, a program of practicing Philosophy with children, as ideated by Matthew Lipman, within a creative writing workshop. Such a link aims at stimulating in children the need to understand, organise and compare divergent positions and points of view. Writing relieves the memory from the task of retaining every detail, contributing to the development of lines of thought and patterns of reasoning. Writing activities are complementary to the philosophical discussion sessions: both experiences help the children's minds to become deeply immersed in the stories, with their characters, dynamics and issues. This integrated approach encourages deeper and more structured reflection, thus enhancing the children's ability to think critically, emotionally and creatively.