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Abstract
ABSTRACT The purpose of this study is to examine the impact of religious education on Turkish children’s reality status judgements, reasoning processes and intercessory beliefs for problem solving. The participants consist of 51 children, 27 of whom are enrolled in a public kindergarten that provides secular education and 24 in private kindergarten that provides religious education in addition to a secular curriculum. Pre-Test-post-test design was utilised. When the children in the religious group encountered a problem that is almost impossible for them to solve with their own abilities, they tended to demand help from God more than the ones in the secular group did.
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