The article substantiates a methodology for developing reflective skills in primary school students through linguovisual tasks. Reflection is treated as a purposeful process of revisiting an experience, identifying what was understood, recognizing difficulties, explaining causes of success or error, and determining a subsequent action. The proposed methodology combines short verbal prompts with visual supports such as icons, learning maps, progress lines, concept maps, traffic-light indicators and illustrated reflection cards. The theoretical basis draws on C. Rodgers, D. Boud, R. Keogh, D. Walker, J. Moon and the Visible Thinking approach of R. Ritchhart, M. Church and K. Morrison. A five-stage procedure - experience, visualization, verbalization, self-evaluation and next-step planning - is proposed, together with sample tasks and observable indicators for Grades 1-4.
Methodology for Developing Reflective Skills in Primary School Students Through Linguovisual Tasks
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