THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF TEACHING STORIES BY CHILDREN'S WRITERS IN PRIMARY GRADES

This scientific article comprehensively explores the strategic role of children's writers' stories in the literary education and spiritual-moral development of primary school students. It is scientifically proven that the short story, as a genre of small volume but deep content, fully aligns with the psychological characteristics of perception in elementary school students. Based on the materials of the "Literary Reading" curriculum for grades 2–4, the article addresses the development of skills for comprehending text content, characterizing character images, and understanding the author's message. The study analyzes the integration of traditional teaching methods with modern pedagogical strategies (RAFT technology, conceptual mapping, reciprocal teaching, Venn diagram). These technologies guide the student from mechanical reading toward critical thinking and analytical literary analysis. In the practical part of the article, specific methodological models are proposed to activate students' speech activity and shape their personal values during the process of teaching stories. The conclusion determines the effectiveness of systematic story study in literary reading lessons for enhancing students' functional literacy and reading competence.