This article explores the psychological aspects influencing the development of analytical thinking in young school-age children. It highlights challenges stemming from age-related characteristics, individual differences, limited specialized methods, and insufficient educational practices geared toward fostering analytical skills.

The study aims to examine the impact of psychological factors on analytical thinking in junior schoolchildren and to offer recommendations for enhancing learning processes at this educational stage. The research employs literature review and empirical methods, such as surveys and interviews with educators and parents, alongside a psychological experiment.

The study established the theoretical basis for the peculiarities of analytical thinking in junior schoolchildren and identified the main psychological factors and problems characteristic of this age. Teachers' and parents' opinions confirmed many of the identified features. During the psychological experiment it was revealed that the level of analytical thinking in junior schoolchildren is generally low.

The results validated the effectiveness of the proposed program: the experimental group showed a marked improvement in both high and moderate levels of logical thinking, along with a reduction in the number of students demonstrating low analytical thinking abilities. This article provides recommendations for advancing analytical thinking in junior schoolchildren, focusing on implementing more effective instructional methods and integrating essential skill development into the school curriculum.