THEORETICAL ASPECTS OF FORMING REFLECTIVE AND ANALYTICAL COMPETENCE IN STUDENTS IN THE EARLY STAGES OF EDUCATION

Abstract

The article summarises theoretical research on the formation of reflective-analytical competence in primary education students. It reveals the role of reflection as the result of conscious independent systematisation of knowledge and skills, which are transformed into reflective-analytical competence with an understanding of the content, necessary conditions, important tools and results obtained as a result of the chosen methods, means, ways of obtaining and using them in their own educational activities by primary school students. The content of the process of forming reflective-analytical competence in primary school students is presented as an integral component of all key competences, which aims to form the personal readiness and ability of younger schoolchildren to evaluate their own achievements and compare the level mastered with the planned results, adjust their further learning activities according to the results obtained, and characterise their own strengths and weaknesses in their activities. The development of reflective and analytical competence in primary school pupils is characterised by the following indicators: individual expression of reflective thinking and critical thinking. The potential for using digital tools in offline, online, and blended forms of the educational process is presented, which make it possible to receive instant feedback, determine one's own level, and report difficulties in mastering didactic material, namely: LearningApps.or, Kahoot!, Padlet, Wordwall, Mentimeter, Equity Maps, Classcraft, and Canva. Reflective exercises are described: the ‘De Bono Table,’ a technique used at the end of the lesson, involves students evaluating their own results using the ‘Plus, Minus, Interesting’ table, where marks are given next to each key aspect of the stage and types of work in the lesson; the ‘Five discoveries of the lesson’ exercise for independently identifying discoveries for oneself in the lesson by completing unfinished verbal constructions; the ‘Three-Two-One’ exercise for independently formulating theses about new, interesting, uninteresting facts in the lesson, and those that need to be explored in more depth; the ‘Teaching – Learning’ exercise for assessing the value of one's own contribution to the overall level of task completion.