DEVELOPING CRITICAL THINKING SKILLS IN PRIMARY EDUCATION

Annotation:

This article analyzes the importance and effective methods of developing critical thinking skills in primary education. It emphasizes the significance of teaching students analytical thinking, problem-solving, and decision-making skills. The development of critical thinking not only influences students’ academic success but also has a significant impact on their social life activities. The article also provides detailed information about innovative pedagogical approaches, optimizing the role of teachers, and the effectiveness of interactive methods in developing critical thinking in primary education.

Keywords:

Critical thinking, Primary education, Pedagogical methods, Student skills

Introduction:

Primary education plays a crucial role in shaping students’ unique thinking styles and in the deep and solid acquisition of knowledge. At the same time, today, critical thinking, analytical approaches, and problem-solving abilities hold great importance in society. Critical thinking helps students not only in learning academic content but also in making the right decisions in various life situations. These skills play a significant role not only in school success but also in personal and social life.

Developing critical thinking skills in primary education teaches students to independently shape their thoughts, search for new ideas and solutions, and approach problems with a positive mindset. Moreover, critical thinking also enhances students’ communication skills, as they develop abilities to exchange ideas, engage in debates, and work in groups. This article discusses effective methods, approaches, and pedagogical practices for developing critical thinking in primary education.

Main Part:

The development of critical thinking skills in primary education has a significant impact on students’ future success. Critical thinking is an essential skill for a person to be successful in both academic and practical activities, enabling students to analyze their thoughts, make decisions, and think logically in various situations. There are several effective methods for developing critical thinking in primary education.

Interactive methods, which ensure active student participation in lessons, play a crucial role in developing critical thinking. Through group discussions, debates, solving logical problems, and role-playing, students learn to express their thoughts, listen to and analyze others’ opinions. For example, when working in groups, students present different perspectives, thus learning to approach a problem from multiple angles.

To develop critical thinking in primary education, it is essential to encourage independent thinking in students. In this regard, it is important for the teacher to monitor students’ activities, provide guidance, but leave the final decisions to the students. Students should be taught to structure their thoughts coherently, analyze evidence, and defend their decisions. This method fosters a sense of responsibility in students and promotes independent thinking.

Asking critical questions is an important technique that encourages students to think more deeply. Teachers should ask not only questions that require simple answers but also encourage students to justify their opinions. Questions like, “Why is this solution correct?” “What other alternatives exist?” and “How might this problem be viewed from another perspective?” provide students with opportunities to expand, evaluate, and analyze their thoughts.

Through practical exercises and projects, students link their thinking process to real-world problems. For example, scientific research, participation in team projects, and problem-solving and decision-making processes help students practically develop critical thinking skills.

Creative and innovative thinking is of particular importance in developing critical thinking in primary education. Students should be encouraged to generate new ideas, write them down, create prototypes, or find solutions through systematic thinking. This process enriches students’ logical thinking and allows them to analyze their ideas in more depth.

The role of the teacher in developing critical thinking is essential. Teachers not only transmit knowledge but also stimulate students’ thinking processes, ask them questions, and assist in generating new ideas. Teachers must tailor their pedagogical approaches to develop critical thinking, motivating, supporting, and guiding students in analysis and decision-making.

The methods discussed above serve to enhance the engagement of primary school students and stimulate their thinking process. In particular, suggesting real-life problems for students to solve helps them develop the skill of thinking about life-related questions. For example, questions like, “What would you do if the school ran out of water?” or “What would be your first action if you were the president?” encourage critical thinking based on the student’s perspective, empathy, and analytical abilities.

Additionally, tasks based on revisiting art, literature, and events deepen students’ creative thinking. For example, asking students to write a different ending for a fairy tale, predict the author’s intention, or imagine themselves in the role of a character combines critical and creative thinking. Through such tasks, children not only understand the events but also analyze them and provide their own evaluations, which forms the foundation for critical thinking.

Modern technologies also offer vast opportunities in this regard. For instance, logical games on digital learning platforms, question-and-answer tests, and problem-based interactive tasks allow children to independently develop their thoughts. This is an important factor in fostering critical thinking.

Based on the above, it can be concluded that the development of critical thinking is not a one-time activity, but rather a continuous strategy that should be integrated throughout the educational process. Every teacher should encourage students to think, ask questions, develop ideas, and make evaluations in each lesson

Conclusion.

In conclusion, developing critical thinking skills in primary education is an essential and indispensable aspect of modern education. This skill ensures that children have a conscious and active attitude toward life, knowledge, and events. By fostering critical thinking, students learn to make independent decisions, compare different opinions, assess evidence, and justify their own viewpoints.

Additionally, this process creates a solid foundation for their personal growth, effective adaptation to social environments, and helps them find their way in the future. The role of the teacher in this process is crucial — they must inspire students to think, ask questions, and analyze carefully.

Through lessons enriched with modern educational technologies, interactive methods, real-life tasks, and social activities, we can raise a generation of critical thinkers who are conscious and responsible. Therefore, every educator must continuously improve their activities in line with the demands of the times. After all, today’s young learners are tomorrow’s active members of society.

References

Xolmurodov A. Methodology of Primary Education. – Tashkent: “Fan va texnologiya”, 2021.

Xasanboyeva S., Yuldasheva M. Pedagogical Technologies and the Basics of Critical Thinking. – Tashkent: “Ilm ziyo”, 2020.

Turdiyeva G’. Innovative Approaches in Working with Primary School Students. – Samarkand: “Zarafshon”, 2022.

Muminova Farida was born on February 1, 2005, in Payariq district, Samarkand region, Republic of Uzbekistan. She is a part-time student in the Primary Education program at Jizzakh State Pedagogical University. Farida is one of the successful students in her field, a holder of several international certificates, and also teaches mental arithmetic to schoolchildren.

eye sockets filled with rain:

world and time are the same—

we trespass each

hence our punishments 

for each

are the same

if our bodies had souls, they would spit, chew, break bread, beckon sheep in for the night, swim, sleep, rest, do everything the body would do if we were not trespassing it too.

Brooks Lindberg lives in the Pacific Northwest. His poems appear frequently in The Beatnik Cowboy, Horror Sleaze Trash, and elsewhere.

VO THI NHU MAI – A QUIET FLAME AMONG FELLOW ARTISTS

At the recent literary gathering, Vo Thi Nhu Mai made her debut appearance, not with loud declarations, but with a quiet presence that left a warm impression. As a first-time participant, she spent much of the time observing and absorbing the atmosphere around her. Though she spoke little, her attentiveness and gentle smile spoke volumes.

During the program, while others were caught in the bustle of performances and interactions, Võ Thị Như Mai moved gracefully between people, offering small yet thoughtful gestures. One such act stood out: she personally handed each participant a small card with their name written on it, a simple but touching effort to acknowledge and welcome everyone. It was a beautiful moment of connection, reminding us that care and presence can sometimes be more powerful than words.

Her demeanour was soft-spoken, but her actions carried sincerity. Many noted her warm energy, quietly friendly, respectful, and keen to understand the nuances of the gathering. In a space often vibrant with creative voices, Vo Thi Nhu Mai’s quiet kindness was like a calm note in a symphony, and her presence undoubtedly enriched the experience for all who were there.

The literary festival itself was a rich and colourful celebration of poetic voices from around the world. Held in a welcoming space filled with music, laughter, and multilingual readings, it brought together poets, translators, musicians, and friends of literature to share work, ideas, and cross-cultural conversations. Each segment of the program was crafted with care, blending each cultural literature with international voices, allowing a beautiful dialogue of language and soul.

Vo Thi Nhu Mai, though initially quiet, contributed meaningfully to this shared space. She took to the microphone and read her original poem “The Song of Life” in both Vietnamese and English, offering the audience a sincere glimpse into her poetic world. Her delivery was gentle yet confident, her words soaring with listeners across language boundaries. It was a moment of quiet power, her voice steady, her poem luminous.

In another generous act of cultural exchange, Võ Thị Như Mai also read a poem titled “Enjoy” by Greek poet Eva Lianou Petropoulou, further knitting the threads of international friendship. Her choice to present not only her own work but also honour another poet reflected the very spirit of the gathering: connection through words, across cultures, in mutual respect. For a first-time participant, Võ Thị Như Mai left a lasting impression, not just with her poems, but with her grace.

THE SONG OF LIFE

Poet: Vo Thi Nhu Mai

From: Western Australia

 

If we knew spring would never return

To strum its notes along our wandering path

If we knew the journey would drift afar

If eternity called with a sudden breath

 

If we knew beauty could never be touched

Nor seen through deep brown eyes

If we knew those blue clouds in the heights

Were but a rain falling down with passion

 

If we knew life would bring grace and blessing

Or a simple lesson in a night of getting lost

If we knew our hearts could be fragile

If we knew sorrow could sing a tender lullaby

 

If we knew foamy waves carrying silent love

If we knew sunlight shining on brief blooms

If we knew presence is just a passing moment

The moment a rosebud resting upon our lips

 

If we knew the song of life itself

Could be a pain that healing never finds 

If we knew joy in every word we write

An afternoon translates a lifetime into poetry

 

Enjoy!

From: Greece

As a child

I discover the city lights

Buildings without trees

Water without fishes

The magic city I born

Was a fake town

No masters

No angels

As a child

I sing a lullaby

Every second

My life become a miracle

Hope to get a rainbow

Wait to travel with a unicorn

As Theseus make the world around

For a love

For a word that nobody understand

Filotimo

Mother

Mother, who puts me to sleep, 

The moonlight, 

The darkness disappears after receiving the caress of mother’s hand.

I listen to the story of mother’s face, 

In the land of the princess, 

I get lost in the dream, 

In that unknown land.

Mother, who is the smile on my face, 

The happiness that makes my mind forget, 

When I get mother near me, 

There is no more sorrow. 

Mother, who is full of my love

The bright green sheet,

I was born in my mother’s lap

All my love.

Mother is the language of my mouth

Mother is my land

Holding mother’s gentle hand

I walk with the happiness of my heart

Born today 

From an idea that suddenly flashed 

Among the cherry blossoms, the enchanting spring arrived with the rosy rain of the first kiss to welcome the new life generated today before the poetic triumph in the city cradle of wisdom and creativity.

The open lips to bud color of cherries golden impassioned cherries yearn to join the instant to crown the fleeting moment.

Challenge and play have merged into one to highlight, in the final touch, the eternal skin incarnate on which to write our prayer of love as a hymn sung while hearts dance to the alternating rhythm of sweet melodious notes that reach Paradise.

I will be born with you, raising my goblets to toast 

timid and smiling eyes 

as we say congratulations 

So be for now and always.

Uchechukwu Onyedikam (italic) 

Christina Chin (plain) 


 

harp-lute

a run of melody 

widening 

the baby lulled 

to sleep



watching

two shadows

behind the stacked 

wood pile

newborn puppies 



the soul

entwined with

Gángan

the rhythm of pounding 

prophecies 



harmonic 

phrasing of a dialect

unfamiliar jargons

scripted in my 

prescription slips



twilight corner 

all the memories 

in the shade 

skylight glimmers

the illipe nut canopy