Multireligious contexts are considered a routine challenge for growing children today, yet very little is known empirically about how children deal with religious diffferences. Studies by developmentalists like David Elkind, fijifty years ago, have not been followed up and more recent research on young children and religion has tended to centre on other questions. The article that follows is based on a study of 140 children (mean age 4.9 years) interviewed in the context of kindergartens in Germany. After describing their research procedures, the authors present results regarding knowledge, experience, attitudes, and linguistic skills in the context of diffferent religions. Throughout the article, special emphasis is laid on the issue of God, or diffferent Gods, as perceived by the children. The authors conclude by suggesting a number of educational consequences.
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