Features of the development of theoretical thinking in children when studying in the primary grades of the gymnasium

Context and relevance. Modern primary education is characterized by a variety of forms of education (developing training, author's programs, gymnasium education). There is a need to assess the developing possibilities of various pedagogical technologies, in particular, to determine to what extent primary education programs in gymnasiums ensure the development of younger students compared to general education schools. Purpose. To determine the peculiarity of the development of theoretical thinking (meaningful analysis, planning and reflection) in younger students studying in the primary classes of gymnasiums, in comparison with students of secondary schools. Hypothesis. Education in elementary schools creates more favourable conditions for the development of theoretical thinking than education in general education schools. Methods and materials. Sample: 813 grade I-IV students aged 6 to 10 years, divided into four groups: 3-year upper secondary schools (n = 202), 4-year upper secondary schools (n = 194), 3-year upper secondary schools (n = 206), and 4-year upper secondary schools (n = 211). Method "Free cell" for the study of meaningful analysis. Technique "Artificial figures" for the study of meaningful reflection. The technique "Straight, obliquely" for the study of meaningful planning. Individual experiment. Results. Four-year primary education in both high schools and general schools contributes to the development of theoretical thinking to a greater extent than a three-year one. Education in gymnasiums in three-year programs provides more opportunities for the development of theoretical thinking than education in general education schools in four-year programs. The proportion of children with meaningful analysis, planning and reflection in gymnasiums is statistically significantly higher than in general education schools in all age groups (7, 8, 9 and 10 years). As we study (from 7 to 10 years), the increase in the number of children demonstrating theoretical thinking occurs in gymnasiums more intensively than in general education schools. Conclusion. Education in the primary grades of gymnasiums contributes significantly to the development of theoretical thinking in younger students compared to education in secondary schools.