<p>The aim of this study was to explore how children’s natural curiosity, viewed as a philosophical engagement, can be harnessed to prepare them for the challenges of an ever-changing world. The research analysed classical philosophical traditions and contemporary educational theories to investigate the intersection of curiosity, metacognition, and philosophical reasoning in early childhood. By conducting a systematic review of key texts and applying a thematic analysis, the study identified curiosity as a foundational element of children’s engagement with ethical, existential, and epistemological questions. The findings revealed that structured educational interventions significantly enhance children’s metacognitive skills, such as planning, monitoring, and evaluation, which in turn support their ability to engage with complex philosophical concepts. Quantitative data demonstrated that children participating in metacognitive training programs achieved higher scores in cognitive awareness and critical thinking compared to control groups. The study also highlighted the transformative potential of cultural narratives and digital tools in fostering inclusivity and engagement in philosophical education, showing how diverse contexts can enrich children’s understanding of abstract ideas. These results underscore the need to integrate philosophical inquiry and reflective practices into early education to develop children’s intellectual and moral capacities. The practical implications include the design of curricula that encourage open-ended questioning, dialogue, and the use of technology to enhance accessibility.</p>