The value of developing philosophical thinking among young children and its pedagogical possibilities has been discussed in the Philippines in the recent years. One such possibility is the pedagogy of Philosophy for Children (P4C) which allows children to participate in a dialogue in the context of a community of inquiry. The community of inquiry is a specific kind of classroom environment where children would feel welcome, motivated and secure to express their wonderment, to share their opinions and intuitions and to appraise one another's reasons and propositions (Haynes, 2007; Johnson, 2007; Jackson, 2004; Nicoll, 1993). Considering the necessity to maintain the organic nature of the community of inquiry and of the process of the dialogue itself, it is a major concern as to how teachers will become effective facilitators of such a classroom environment. This paper aims to better understand the craft of facilitating the community of inquiry and the role of the facilitator by attempting to answer the following questions: a) How must a facilitator regard the pedagogy of philosophical dialogue? b) How must a facilitator see young children? c) How should a facilitator approach and acknowledge children's questions and ideas? d) What thinking skills and behaviors should a facilitator be able to model to them? The answers provided are derived from my familiarity with the pedagogy of philosophical dialogue and from my personal experiences as a facilitator of the community of inquiry. Some implications to the field of teacher training are also discussed.