THE ROLE OF CHILDREN'S LITERATURE IN FORMING KEY AND SUBJECT-SPECIFIC COMPETENCIES IN STUDENTS

Abstract

This paper examines the didactic potential of children's literature – including fairy tales, stories, poems, and picture books – in forming key and subject-specific competencies among primary and secondary school students. Based on a systematic analysis of more than 160 empirical and theoretical sources, the study reveals the mechanisms through which literary texts contribute to the development of reading literacy, critical thinking, moral-character education, emotional intelligence and empathy, as well as intercultural competence. According to the OECD Learning Framework 2030, competencies are defined as the ability to mobilize "knowledge, skills, attitudes, and values" to meet complex demands in real-life situations [1]. Children's literature stands out as a unique pedagogical resource because it naturally integrates these four dimensions through the dynamic process of meaning-making between the reader and the text.