METHODOLOGY FOR DEVELOPING PROSPECTIVE TEACHERS' CREATIVE THINKING THROUGH THE USE OF NON-STANDARD TASKS IN "NATIVE LANGUAGE AND LITERACY" LESSONS

This article examines a methodology for developing prospective primary school teachers’ creative thinking through the use of non-standard tasks in “Native Language and Literacy” lessons. Non-standard tasks are exercises designed to go beyond routine assignments, encouraging students to think critically, solve problems creatively, and engage actively in the learning process. The study emphasizes that mastering these tasks not only enhances students’ literacy skills but also fosters higher-order thinking, innovation, and reflective competence among future teachers. The proposed methodology provides practical strategies for integrating non-standard tasks into classroom practice, enabling prospective educators to create dynamic and student-centered learning environments. The findings offer valuable insights for teacher training programs aiming to cultivate professional skills and creative pedagogical approaches in primary education.