PEDAGOGICAL CONDITIONS FOR DEVELOPING PUPILS’ SOCIAL-CREATIVE COMPETENCE IN READING LITERACY LESSONS
The article theoretically and methodologically analyses the development of primary pupils’ social-creative competence in reading literacy
lessons. Systemic, competency-based, sociocultural and activity-oriented approaches, comparative and content analysis, pedagogical
modelling, and generalisation were employed. The motivational-axiological, cognitive-interpretive, communicative-cooperative, creative-
transformative, and reflective-evaluative components are clarified. The study substantiates a system of pedagogical conditions: selecting
socially problematic, multi-perspective texts and tasks; combining positive interdependence with individual accountability in small groups;
scaffolding evidence-based dialogue; creating a psychologically safe creative environment; and applying criterion-referenced formative
assessment. A cycle of text-based collaborative creative activity and diagnostic criteria are proposed.
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