PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR DEVELOPING INDEPENDENT THINKING IN PRIMARY SCHOOL-AGE STUDENTS

This article provides a scientific-theoretical analysis of the psychological and pedagogical conditions for the formation and development of independent thinking in primary school-age students. Independent thinking is considered a crucial indicator of personal maturity. The article substantiates the role of age characteristics, forms of organizing the educational process, the teacher's pedagogical skill, and the psychological environment in its development. Effective pedagogical technologies, active teaching methods, and psychological approaches that serve to develop independent thinking at primary school age are highlighted.