This essay explores how source criticism can be introduced to primary school students and the pedagogical approaches that best support the development of their critical thinking skills. In an era where digital media exposes children to vast amounts of information from an early age, the ability to critically evaluate sources is essential for navigating and understanding the world. Drawing on learning theories such as John Dewey’s concept of reflective thinking and Lev Vygotsky’s sociocultural perspective, this study examines effective strategies for integrating source criticism into early education. The outcomes highlight the importance of reflective and situated learning in helping young students develop a conscious and critical approach to the overwhelming flow of online information. Additionally, the study features the pedagogical challenges and opportunities that arise when introducing source criticism at an early age. This paper provides insights into how source criticism can become an integral part of school education by equipping students with the ability to think critically and responsibly in an increasingly information saturated world.