Author: Juraboyeva, Gulmira Sherali kizi

Annotation: This thesis investigates the pedagogical potential of fairytales as a medium for developing critical thinking skills in elementary school students. Moving beyond the traditional view of fairytales as mere entertainment or moral instruction, this research positions them as complex literary texts that can stimulate analytical thought. Through a comprehensive review of recent literature and pedagogical models from 2017 to 2024, this study explores how the intrinsic structures of fairytales—such as plot, character dilemmas, and turning points—align with the cognitive processes of critical thinking. The thesis examines various instructional strategies, including critical reading, digital reconstruction, and interactive storytelling, that can transform fairytale reception into an active, analytical exercise. The findings suggest that when methodically integrated into the curriculum, fairytales can significantly enhance students' abilities to question, evaluate, and reflect, thereby serving as an effective tool for fostering intellectual independence from an early age.

Keywords: school children, pedagogy, terms, critical thinking, fairytales, research, model.

Pages in journal: 70 - 76