DIDACTIC FOUNDATIONS AND PEDAGOGICAL OPPORTUNITIES OF DEVELOPING PRIMARY SCHOOL STUDENTS' THINKING IN MOTHER TONGUE AND READING LITERACY CLASSES

Abstract

This article examines the didactic foundations and pedagogical potential of developing primary school pupils’ thinking in native language and reading literacy lessons. It explores how the study of linguistic units, relationships between words, and sentence structures can foster analytical and logical thinking. Particular attention is given to text comprehension, distinguishing main and supporting information, identifying cause-and-effect relationships, evaluating characters’ actions, and formulating independent conclusions. The article proposes a system of didactic tasks, interactive teaching methods, and pedagogical conditions aimed at developing pupils’ thinking operations. The study is theoretical and methodological in nature and offers recommendations for primary education practice.