The article substantiates situational analysis as a complex technology for the preparation, adoption and implementation of a pedagogical decision, which is based on the analysis of a single pedagogical situation. It is emphasized that the method of situational analysis contributes to the development of students' independent thinking, the ability to listen and take into account an alternative point of view, to express their own in a reasoned way. Through this method, analytical and evaluative skills are identified and improved, students learn to work in a team, find the most rational solution to the problem. The peculiarities of the application of the method of situational analysis in elementary school are determined: the use of practical situations, the basis of which are typical situations that are most often encountered in life, that is, the "active" model of the situation, the maximum clarity and detail of the situational complex; focus on learning about life and acquiring the ability for optimal adaptive activity, on the development of the value system of education seekers, value positions, life attitudes, a unique worldview and world transformation; the emphasis of education is transferred to the production of knowledge, to the co-creation of the student and the teacher. The order of practical implementation of the method of situational analysis has been revealed: choosing a topic for situational analysis; acquainting students with reference materials, explaining the work process, feedback is important, that is, checking whether students understand the assigned task; students' independent processing of individual tasks; presentation of proposed solutions, discussion of proposals; work evaluation. It was concluded that the method of situational analysis allows to increase the cognitive interest in the studied subjects of primary education students, to improve the understanding of socio-economic phenomena, contributes to the development of research, communication and creative decision-making skills.