The search for meaning is one of the most fundamental dimensions of human experience, which emerges from the earliest years of childhood in the form of existential questions about God, life, death, goodness, and justice. Despite the importance of this existential dimension, a review of the research literature shows that the connection between philosophy of religion and elementary education, especially in relation to children's search for meaning, remains disjointed and discontinuous. The present study was conducted with the aim of critically analyzing the research gaps in this field. The research method is an analytical-critical review and, with an interdisciplinary approach, scientific research articles, books, and authoritative reports published between 2015 and 2024 in the fields of philosophy of religion, religious education, and philosophy of education were examined. The findings showed that the main gaps can be identified at three levels: conceptual (ambiguity in the definition of meaning and children’s meaning-seeking), methodological (absence of the child’s voice and limited research tools), and pedagogical (lack of connection between the depth of the philosophy of religion and educational practice). The article argues that re-connecting the philosophy of religion and primary education requires the development of integrated theoretical and research frameworks that place the child as a meaning-seeking agent at the center of religious education. The results of this study can provide a basis for future research and rethinking of primary religious education programs.