| Summary: | Religious and moral education on early childhood period has been discussed in the world and in our country from different aspects. These discussions are mostly focusing on the possibility and content of this kind of education and its curriculum. Knowing about the approaches and outcomes of early childhood religious/moral education from different countries may contribute from a different perspective to these discussions. In this context this article aims to examine and evaluate The Good Shepherd, The Godly Play, The Gift to the Child and moral part of Waldorf approaches in the aspects of developmental stages, religious education approaches, learning environments, methods, materials, age, content and evaluation. Document review has been employed as data gathering method. All the approaches put the play and the educational toys in the center of learning plan and focus on interpersonal communication, relationship with nature and social awareness. As Godly Play and Good Shepherd offers a content for a specific religious belief they can be considered as a part of religious learning approach. On the other hand, Gift to the Child and Waldorf never focus specific religions and offers a multicultural learning setting so they can be considered as a part of learning about religion. Godly Play and Good Shepherd determine materials and methods according to Montessori approach but Gift to the Child and Waldorf do not follow a specific approach for teaching and learning process.
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