Abstract
This article explores the theoretical foundations of teaching words with opposite meanings in primary mother tongue education, emphasizing cognitive knowledge, the creation of a cognitive-linguistic environment, and ensuring mutual understanding within a language-speaking community. It reveals the peculiarities of words with opposite meanings and promotes various methods to develop creative thinking in primary school students. The psychological and pedagogical conditions necessary for students' acquisition of antonyms and the development of their speech skills are thoroughly analyzed. Additionally, the article highlights the implementation of mother tongue education, considering children’s perceptual processes, cognitive testing activities, and psychological states.
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