This paper presents preliminary research findings on children's ideological questions and some results of an inquiry among teachers regarding the treatment of such questions in groups of children. The project work focused on (1) what capabilities children have to deal with ideological questions and problems, (2) what is the educational starting point regarding the treatment of ideological questions, (3) what are the characteristics of an ideological question or a philosophical problem (4) and how can teachers and other staff answer the children's questions in the ideological sphere in an appropriate manner. Included are graphic representations of frequency distributions of teachers' answers to various questions such as: how often do teachers encounter different ideological questions in teaching groups of young children? The appendix includes the extensive questionnaire filled out by teachers participating in the study. (MS)