Intellectual upbringing in primary education is a leading factor in the development of logical thinking, cognitive independence and the capacity for critical engagement with information in the contemporary social environment. It cultivates the ability to evaluate the truthfulness of knowledge and to substantiate one’s choices, which is a crucial prerequisite for successful adaptation and active citizenship in later stages of life. This article presents the authorial pedagogical model “SIMLA” developed by Dr. Abner, which systematises intellectual development into five consecutive stages: sensory-active, imagery-based, mental-symbolic, argumentation and reflection, and real-life application. The model draws on contemporary concepts of cognitive development and proposes a comprehensive approach for fostering thinking strategies through structured educational activity. The practical component of the study was implemented with the support of art pedagogue expert Teodora Dimitrova, whose professional contribution ensured optimal conditions for the application of the model through active interaction and creative scaffolding of cognitive processes. Forty students took part in the experiment, divided into a control and an experimental group. A pre- and post-test assessment measured the development of logical reasoning, cognitive control and argumentation skills. The results indicated a statistically significant improvement in the experimental group, demonstrating the effectiveness of the model in establishing sustainable cognitive competencies. The research confirmed that intellectual upbringing must be intentionally and strategically organised in order to become an essential element of the educational process in primary school. The SIMLA model offers a compelling pedagogical mechanism for the advancement of logical coherence, self-regulation and the ability to think on a reasoned basis - qualities indispensable for every individual in modern society.