ТЕОРЕТИЧНІ ЗАСАДИ ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ МОЛОДШИХ ШКОЛЯРІВ НА УРОКАХ ЧИТАННЯ ТА УКРАЇНСЬКОЇ МОВИ

This article examines age-related norms of children's cognitive development and the pedagogical mechanisms through which intellectual abilities can be supported in preschool and early primary education.Particular attention is given to the development of perception, memory, attention, thinking, learning activity, selfregulation, and reflection.The discussion emphasizes that cognitive growth is not a uniform accumulation of knowledge; rather, it involves qualitative changes in the ways children perceive objects, organize information, regulate behaviour, and solve learning tasks.The article also considers the transition from predominantly involuntary forms of attention and memory in early childhood to increasingly purposeful and intellectually mediated processes at school age.On this basis, pedagogical implications are formulated for age-appropriate instruction, guided observation, meaningful memorization, planning, analysis, and reflective learning.The findings indicate that effective pedagogical support should correspond to the child's developmental stage, individual psychological characteristics, and emerging capacity for independent learning.Such an approach can strengthen cognitive engagement and provide a more consistent foundation for subsequent educational development.