Didactic dimensions of the reception of children's literary works in primary education

Abstract

Abstract. The reception of children's literary works represents a fundamental component of literary education in primary education, contributing to the development of reading competence, critical thinking, creativity, and pupils' aesthetic sensitivity. In the context of competency-based education, the use of active-participatory strategies facilitates pupils' active involvement in the process of interpreting and understanding literary texts. This article highlights the role of active-participatory strategies in the reception of children's literary works, analyzing the ways in which these approaches stimulate reflection, dialogue, the expression of personal opinions, and the construction of literary meaning. Furthermore, the paper presents practical examples of implementing these strategies in primary education and argues for their contribution to the development of literary reception competencies and the formation of active, reflective readers.