PEDAGOGICAL CONDITIONS FOR COMPARATIVE TEACHING OF WORLD LITERATURE IN PRIMARY SCHOOL READING LITERACY CLASSES

This article analyzes the theoretical and methodological foundations of the comparative study of world literature in primary school reading literacy classes. The article identifies the pedagogical conditions necessary for the development of students' verbal competence through the comparison of national and foreign works. The method of comparative analysis is justified as an effective tool for the formation of students' critical thinking, worldview, and intercultural communication skills.