Methodological improvement of developing critical thinking skills in primary school students in native language and reading lessons

the article examines methods for developing critical thinking in primary school students. The significance of an individual approach for the successful formation of critical thinking in younger learners is substantiated. Pedagogical conditions ensuring the effective application of these methods in the educational process are presented. The results of experimental work and recommendations for teaching practice are provided. In the context of the rapid modernization of the educational system, special attention is given to the development of critical thinking skills among primary school students as a foundation for successful learning and social adaptation. Modern lessons in the native language and reading are not only a means of developing speech competence but also serve as an important platform for shaping students' analytical, reflective, and conscious approach to processing information. However, there are challenges in implementing methods that contribute to the development of these skills, which highlights the need to improve pedagogical approaches and teaching technologies. The study employed both theoretical and empirical methods, including the analysis of psychological and pedagogical literature, observation, surveys, and a pedagogical experiment. The research was conducted among primary school students during native language and reading lessons. The obtained results confirmed the effectiveness of methods aimed at developing critical thinking in primary school students. Pupils in the experimental classes demonstrated higher levels of analytical skills, reasoning, and the ability to formulate conclusions compared to the control group. As a result of studying methods and approaches to developing critical thinking in primary school students, the significant impact of an individual approach on the formation of analytical skills and reasoning abilities was highlighted. The study involved 4th-grade students, during which a methodology aimed at fostering critical thinking in native language and reading lessons was tested. The findings confirmed the necessity of integrating active and learner-centered teaching methods into the educational process. The developed methodological recommendations can be useful for teachers in planning lessons that aim to cultivate students’ ability to think independently and reflectively.

critical thinking, individualized learning, primary school students, pedagogical technologies, teaching methods