LEGO TECHNOLOGIES AS AN ACTIVE TOOL IN THE FORMATION OF READING COMPETENCE OF YOUNGER SCHOOLCHILDREN IN LITERARY READING LESSONS

Abstract

The conceptual foundations of the New Ukrainian School are based on the principles of the activity-based approach. This approach involves transforming the educational process from passive observation into active, purposeful student engagement. It ensures a subject-to-subject interaction between the teacher and the primary school student, where pupils independently acquire knowledge, develop critical thinking skills, and learn to solve real-world problems. In this way, theoretical knowledge becomes a tool for practical application rather than an end in itself. The developmental characteristics of junior school age, specifically high cognitive activity and curiosity, necessitate the integration of play into the educational process. As the primary activity at this age, play fosters the development of social competencies, imagination, and creativity, which are all essential for forming a well-rounded personality. Therefore, effective learning should combine both educational and playful components to ensure active knowledge acquisition and the harmonious development of a child's personal qualities. Modern educational practice is increasingly integrating LEGO technologies as an innovative teaching method that implements the principles of the activity-based approach. This method is based on the concept of learning through construction, where students acquire knowledge and develop skills by creating and exploring models from the construction set. The use of LEGO technologies is notable for its versatility, high convenience, and excellent aesthetic and technical characteristics, making them an effective pedagogical tool. This article presents the theoretical foundations and results of practical modeling of applying LEGO technologies to form the reading competence of 4th-grade students during literary reading lessons.