Kalit so‘zlar
Abstrak
The article analyses the age-related and psychological characteristics of the thinking of primary school students from the standpoint of developing critical thinking in “Native Language and Reading Literacy” lessons. Drawing on cultural-historical and cognitive-developmental theories (L.S. Vygotsky, J. Piaget, D.B. Elkonin, V.V. Davydov) and on research into metacognition, executive functions, theory of mind and children’s selective trust in information sources, the study identifies the psychological prerequisites and the age-related limitations of critical thinking at this stage. It is shown that primary school students are capable of elementary forms of questioning, evaluating evidence and monitoring their own thinking, provided that tasks rely on concrete material, oral dialogue and external supports. The age-appropriate potential for developing critical thinking is systematized for Grades 1–2 and Grades 3–4, and pedagogical implications for native language and reading lessons are formulated.
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