This article explores how the philosophy for children (P4C) pedagogical model might be well positioned to support the educational strategies associated with the prevention of violent extremism, through early intervention in children's concept development. Specifically, it considers how the stereotyping of concepts risks interfering with children's reasoning by engendering relationally problematic views that skew what they might consider valuable, resulting in epistemic rigidity and reduced opportunities to practice responsible autonomy. In response to such risks, the article proposes promising avenues for P4C facilitation, with an aim to cultivate flexible thinking in children and thereby support their evolving competence as emerging agents.