This article is a response to criticism of my book "Big Ideas for Little Kids." The main topics addressed are: Who is the audience for the book? Can people without formal philosophical training can be good facilitators of elementary school philosophy discussions? Is it important to assess attempts to teach philosophy in elementary school? Should philosophy discussions among schoolchildren aim for consensus or is disagreement an acceptable conclusion? I also discuss specific criticisms of the elementary school philosophy course I present, and discuss the goals of doing philosophy with children. Finally, I suggest how the experience of teaching philosophy to young children using picture books can enrich introductory college courses.