Abstract
The article discusses the problems of developing reflective skills in younger schoolchildren in the process of learning. The study objective was to create and implement strategies that will help 4th grade students improve their planning, analysis, and self-assessment skills. Modern teachers are expected not only to impart knowledge but also to foster students’ ability to think critically and regulate their own learning. The study was conducted in three stages: diagnostic, formative, and control. During the formative stage, self-assessment sheets, reflective dialogues, progress charts, and success scales were employed. The findings from the control stage demonstrated notable improvement in students’ reflective skills. The proportion of students with a high level of reflection increased from 15% to 35%, while the share of students with a low level of reflection declined from 40% to 15%. The implementation of the proposed strategies has been confirmed as successful, which confirms a systematic approach to the development of reflection in younger schoolchildren to increase their motivation to study and awareness. The results confirm the importance of a systematic approach to the development of reflection, which allows students to realize their achievements and create plans for the future. These results can be used to improve the quality of primary education and to enhance the professional competence of teachers.