SCIENTIFIC-THEORETICAL BASIS OF DEVELOPING IMAGINATION SKILLS THROUGH VR IN PRIMARY GRADE STUDENTS

This article presents some considerations on the scientific-theoretical basis of developing imagination skills through VR in primary
school students. The article also reveals the psychological and pedagogical essence of the concept of imagination, its role in the
development of primary school students. The inextricable connection of virtual reality technology with cognitive psychology,
constructivist education theory, and an activity-oriented approach is substantiated. It also highlights the didactic possibilities of the
visuality, interactivity, and multimodality of the VR environment in activating the figurative thinking and imagination process of
primary school students. The article scientifically and theoretically substantiates that the use of virtual reality technologies is an
effective pedagogical tool for increasing students' cognitive activity, solid mastery of knowledge, and the development of creative
thinking. The results of the study are of great importance for the introduction of innovative technologies in the process of primary
education and the improvement of their methodological foundations.