This study explores the development of creative thinking abilities in fourth-grade students within the framework of literacy lessons. The research emphasizes the integration of cognitive, metacognitive, and pedagogical strategies aimed at fostering originality, problem-solving skills, and imaginative expression among young learners. It examines the theoretical foundations of creativity in educational contexts, highlighting how literacy instruction can serve as a platform for nurturing divergent thinking and reflective learning. Employing a combination of observational, experimental, and qualitative methodologies, the study identifies effective instructional practices that stimulate students’ intellectual curiosity and cognitive flexibility. The findings reveal that systematic incorporation of creative exercises, open-ended questioning, and collaborative projects within literacy lessons significantly enhances students’ ability to generate novel ideas and engage in critical thinking. Furthermore, the study underscores the importance of teacher guidance, curriculum design, and supportive classroom environments in shaping the creative capacities of young learners. These results contribute to the broader discourse on educational psychology, curriculum development, and innovative teaching practices, offering practical implications for educators seeking to cultivate creativity at early stages of formal education.

Creative thinking, literacy lessons, fourth-grade students, cognitive development, pedagogical strategies, divergent thinking, problem-solving, educational psychology, curriculum innovation.

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