The discussion of literary texts requires careful selection of teaching methods and appropriate organization of activities tailored to learning objectives, content, and children's characteristics. Educators often use questioning techniques, as well-crafted questions encourage independent thinking, comprehension, and the acquisition of literary knowledge. The theoretical part of the master's thesis highlights the importance of youth literature, the role of language in early childhood, and the significance of individualization and differentiation. Special attention is given to activities after reading a literary text, emphasizing the teacher's preparation and the quality of question formulation based on Bloom’s taxonomy. A model for formulating questions appropriate for preschool and early primary education was developed. In the research part, we analyzed questions posed by teachers and preschool educators after reading literary texts and examined their theoretical knowledge, use of Bloom's taxonomy, and incorporation of individualization and differentiation. The findings show that teachers generally ask more and more complex questions promoting higher-order thinking skills, while preschool educators tend to use shorter, simpler questions. Although both groups view post-reading activities positively, their theoretical knowledge and preparation were found to be insufficiently deep, leading to the development of a model that supports comprehensive thinking based on Bloom’s taxonomy.
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