In this thesis, the author scrutinizes methodical procedures used for helping first educational cycle primary school pupils with understanding literary works with a lot of philosophical content. The works chosen for research are children literature classics Alice in Wonderland and The Little Prince and a choice from Croatian literature, a collection of stories by Stjepan Lice. The aim of this thesis is to see what methods work best for introducing potentially complex philosophical concepts to children from the simplest to more complicated ones whilst taking into account the characteristics of emotional and psychological development of children of that age. The research was conducted with fourth grade pupils. The analysis shows that the pupils had the easiest time with messages that are the most applicable to their everyday lives. They reacted the best when they had to show empathy and compassion and when they came across questions about friendship and love. They had difficulties with the concepts of sacrifice, loyalty, absurdity, and self-isolation but even they could be explained to a certain degree. Some efficient educational methods were shown to be: anticipatory reading, heuristic dialogues, hidden images, watching the animated film, and forms of written expression (writing letters, advisory essays, etc.), class discussions, trying to act like a character, questions with ball-tossing, and exercises about conciliation. The least efficient methods were the motivational video in Alice in Wonderland, interviewing with the writer, and the motivational crossword.