The article analyzes the issue of supporting creativity in “Mother Tongue and Reading Literacy” lessons in primary education from the perspective of a competency-based approach. On the basis of synthesizing research findings, three key conditions for developing creativity are identified: (1) using learners’ creative thinking potential effectively; (2) shifting teacher–student interaction from an evaluation-oriented approach to an approach grounded in cooperation and inquiry; and (3) strengthening teachers’ self-confidence regarding creativity. It is substantiated from a scientific and methodological standpoint that integrating these conditions into mother tongue and reading lessons contributes to the formation of students’ skills in alternative thinking, argumentation, communication, and reflective analysis.
Didactic Conditions For Supporting Creativity In Mother Tongue And Reading Literacy Lessons In Primary Education
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