METHODS OF DEVELOPING CRITICAL THINKING SKILLS IN PRIMARY SCHOOL STUDENTS

Аннотация

This article explores methods for developing critical thinking skills in primary school students, specifically within the context of 3rd and 4th grade reading literacy lessons. The author presents various strategies such as analytical questioning, problem-based tasks, and interactive reading activities aimed at enhancing learners’ cognitive engagement and reasoning. The role of teacher facilitation and the integration of reflective tasks in fostering independent and critical thought is also emphasized. Keywords: critical thinking, primary education, reading literacy, methodology, problem-based learning, analytical skills,interactive learning. In the modern educational landscape, the development of students' critical thinking skills is considered a core objective of general education, particularly in the context of 21st-century learning. As information becomes increasingly accessible and theworld moreinterconnected, the ability to think critically- analyzing, evaluating, and synthesizing information- has gained greater importance than the mere accumulation of facts. In response, educational systems around the world are shifting focus from traditional rote learning to student-centered and inquiry-based learning models. At the primary level, especially in grades 3–4, children are at a cognitive stage where they begin to develop foundational analytical skills. These include comparing and contrasting ideas, identifying cause-and-effect relationships, making reasoned predictions, and justifying opinions with evidence. Developing these skills early supports not only academic success across subjects butalso fosters independent thinkingand lifelong learning. Reading literacy lessons, as a core component of the primary curriculum, provide a particularly rich environment for cultivating critical thinking. Texts used in reading classes often present diverse themes, characters, problems, and moral dilemmas, which can serve as a foundation for discussion,analysis, and problem-solving. When guided bypurposeful questioning and reflective exercises, these texts become powerful tools for training young minds to engage with content moredeeply and thoughtfully. This study explores how critical thinking skills can be developed through reading literacy instruction in the 3rd and 4th grades, identifies effective pedagogical strategies, and offers practical recommendations forteachers. The research employed a mixed-methods approach, combining qualitative and quantitative http://www.internationaljournal.co.in/index.php/jasass 88 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 techniques to gain a comprehensive understanding of how critical thinking skills can be fostered among primary school students through reading activities. The methodological framework included thefollowing components:  Classroom Observation and Lesson Analysis: Structured and unstructured observations were conducted during reading literacy lessons in several primary school classrooms. These observations focused on teacher–student interactions, the types of questions posed by teachers, student responses, and the presence (or absence) of critical thinking strategies. Lesson plans and teaching materials were also analyzed toassess alignment withhigher-order thinkingobjectives.  Pedagogical Experiments: A series of experimental lessons were designed and implemented across multiple public schools in the Surkhandarya region. These lessons incorporated specific critical thinking tasks, such as open-ended questions, group discussions, reflective journaling, and problem-solving activities. Pre- and post-assessment tools were used to measure students’progress in critical thinkingbased onBloom’staxonomy indicators.  Interviews and Surveys with Primary School Teachers: Semi-structured interviews were conducted with experienced primary school teachers to explore their perceptions of critical thinking, challenges they face in fostering it, and strategies they currently use. Additionally, a questionnaire was administered to a broader group of teachers to collect data on teaching practices, training needs, and classroom conditions related to critical thinkinginstruction.  Content Analysis of Textbooks and Teaching Materials: The official 3rd and 4th- grade reading textbooks approved by the Ministry of Preschool and School Education were examined. Tasks, exercises, and reading passages were analyzed to determine the degree to which they supported the development of critical thinking. This involved identifying whether activities encouraged analysis, evaluation, inference, comparison, and creativethinking.  Data from Experimental Schools: Experimental implementation was carried out in selected public schools in urban and rural areas of the Surkhandarya region. These schools were chosen to ensure diversity in student demographics and educational contexts. The outcomes of the experimental lessons were docume