DIDACTIC ASPECTS OF DEVELOPING CRITICAL THINKING IN PRIMARY SCHOOL STUDENTS: AN EXAMPLE OF READING LITERACY

Abstract

This article explores the didactic aspects of fostering critical thinking through reading literacy in primary school students. The research underscores the importance of integrating critical thinking skills in early education and presents methodologies effective in cultivating such skills during literacy lessons. The paper discusses various instructional strategies that can be employed to engage students critically with texts, including question-based discussion, problem-solving activities, and reflective writing. The empirical part of the study involves classroom observations and pre-and post-intervention assessments to evaluate the impact of these strategies on students’ ability to analyze, evaluate, and create based on text content. The findings suggest that structured reading activities significantly enhance critical thinking capabilities among primary school students, thereby supporting deeper comprehension and retention of material. The article provides practical recommendations for educators aiming to embed critical thinking into the literacy curriculum.