Introduction. This article presents the results of a study of the readiness of future teachers for historical education and the formation of historical memory in younger schoolchildren. The authors see the purpose of the article in clarifying the concept of «historical education of younger schoolchildren» and in determining the current state of the problem of preparing future teachers for historical education of younger schoolchildren.

Materials and methods. Students of the pedagogical university of Chelyabinsk took part in the study. The main methods were the analysis of scientific literature in the field of psychological and pedagogical aspects of the problem of historical education and the formation of historical memory in younger schoolchildren, problem analysis and questionnaires. The purpose of the survey was to study future teachers' understanding of the essence of the concepts of «historical enlightenment» and «historical memory».

Results. In the course of the study, the concept of «historical education of younger schoolchildren» was clarified, the level of formation of historical knowledge among future teachers was determined, the conclusion was made that the concepts of «historical education» and «historical memory» were equivalent for future teachers, difficulties were noted in determining images of historical heroes significant for the historical education of younger schoolchilren.

Discussion. The need for historical education of students and the formation of their historical memory is emphasized in normative legal acts and documents in the field of education, which indicates the special relevance of the problem considered in this article. The authors focus on the high-quality training of future teachers to organize the process of historical education of younger schoolchildren, which should be based on solid knowledge of historical events and heroes of Russia.

Conclusion. Methodological approaches to the preparation of future teachers for historical education and the formation of historical memory in younger schoolchildren are value-semantic, which will allow transferring knowledge about a historical event or hero into the category of personal significance, and system-activity, ensuring the inclusion of younger schoolchildren in various activities and the formation of historical memory based on their knowledge.

Historical education of younger schoolchildren is a process of formation of children's initial historical knowledge in connection with an interest in the history of their Fatherland, a personal understanding of the significance of major events, and a desire to preserve historical memory;

The preparation of future teachers for historical education and the formation of historical memory in younger schoolchildren is based on value-semantic and system-activity approaches;

The effectiveness of the historical education process in primary schools depends on the qualitative knowledge of future teachers about historical events and heroes of our country.

1. Apostolova T.M. (2023), Istoricheskoe obrazovanie i istoricheskoe prosveshhenie: kak vospitat` cheloveka i grazhdanina [Historical education and history ical enlightenment: how to educate a person and a citizen], Prepodavaniye istorii i obshchestvoznaniya v shkole, 5, 48–53. DOI 10.47639/2074-4935_2023_5_48. EDN: XZCWZG. (In Russian).

2. Borisov V.Y. (2024), Konceptual`ny`e osnovy` realizacii istoricheskogo prosveshheniya v nachal`noj shkole i podgotovka k nej uchitelya nachal`ny`x klassov [Conceptual foundations of the implementation of historical education in primary school and the preparation of primary school teachers for it], Zhurnal pedagogicheskikh issledovaniy, 9, 2. DOI 10.12737/2500-3305-2024-9-2-49-60. EDN: LDAJEQ. (In Russian).

3. Kasyanov V.V. & Samygin S.I. (2019), Istoricheskaya pamyat` i nacional`naya bezopasnost` [Historical memory and national security], Gumanitarnyye, sotsial'no-ekonomicheskiye i obshchestvennyye nauki, 9, 52–57. EDN: SKQEIT. (In Russian).

4. Kolokolchikova R.S. & Pogorely A.P. (2023), Sohranenie istoricheskoj pamyati – vazhnejshij faktor ukrepleniya nacional`nogo samosoznaniya [Preservation of historical memory is the most important factor in strengthening national identity], Alma Mater (Vestnik vysshey shkoly), 3, 32–36. DOI 10.20339/AM.03-23.032. EDN: LOOSIB. (In Russian).

5. Shlyakhov A.V. (2020), Features of the interest in exploring the problems of historical memory”, Proceedings of Young Scientists and Specialists of Samara University, no. 2 (17), pp. 74–81. EDN GCCTCK.

6. Akimova A.A., Gamzaeva G.Z. & Kazakbieva O.I. (2022), Istoricheskaya pamyat`: obshhestvenno-istoricheskij analiz mehanizmov ee funkcionirovaniya [Historical memory: a socio-historical analysis of the mechanisms of its functioning], Gumanitarnyye, sotsial'no-ekonomicheskiye i obshchestvennyye nauki, “Seriya. Istoricheskiye nauki. Kul'turologiya. Politicheskiye nauki”, 1, 13–16. EDN: UOPNBC. (In Russian).

7. Gavrilova E.D. (2024) Istoricheskoe prosveshhenie – novoe napravlenie deyatel`nosti sovremennogo rossijskogo gosudarstva [Historical enlightenment – a new direction of activity of the modern Russian state], Mezhdunarodnyy zhurnal gumanitarnykh i yestestvennykh nauk, 5-6 (92), 86–88. DOI 10.24412/2500-1000-2024-5-6-86-88. EDN: XOVKGE. (In Russian).

8. Toshchenko J.T. (2020) Chto proishodit s istoricheskoj pamyat`yu o Velikoj Otechestvennoj vojne? [What happens to the historical memory of the Great Patriotic War?], Sotsiologicheskiye issledovaniya, 5, 18–22. DOI 10.31857/S013216250009419-3. EDN KWGMND. (Scopus, WoS, Sociological Abstracts). (In Russian).

9. Abuov N.A., Bekmurzina A.N. & Aubakirova G.R. (2024), Rol' istoricheskoy pamyati etnosov respubliki v ukreplenii natsional'noy politiki i nezavisimosti Respubliki Kazakhstan [The role of the historical memory of the ethnic groups of the Republic in strengthening the National Policy and independence of the Republic of Kazakhstan], Vestnik Severo-Kazakhstanskogo universiteta imeni M. Kozybayeva,1 (61), 70–78. DOI 10.54596/2958-0048-2024-1-70-78. EDN ALFJVC. (In Russian).

10. Tokhiriyen A.Sh. (2023), Interpretatsiya nauchnoy istoricheskoy pamyati i rol' obrazovaniya v yeye formirovanii [Interpretation of scientific historical memory and the role of education in its formation], Uchenyye zapiski Khudzhandskogo gosudarstvennogo universiteta imeni akademika B. Gafurova, “Seriya Gumanitarno-obshchestvennykh nauk”, 3 (76), 83–90. DOI 10.51844/2077-4990-2023-3-83-90. EDN OKVFDV. (In Russian).

11. Kudagel'din M.T. (2019), Istoricheskaya pamyat' kak istochnik formirovaniya patriotizma na osnove prepodavaniya sotsial'no-gumanitarnykh predmetov [Historical memory based on the teaching of socio-humanitarian subjects as a source of formation of patriotism], Vestnik Kazakhskogo natsional'nogo zhenskogo pedagogicheskogo universiteta, 3, 253–258. EDN RYTPUL. (In Russian).

12. Satanov A.B. (2021), “On the formation of historical memory of the Great Patriotic War among students of secondary schools of Kazakhstan’, Bulletin of the Karaganda university. History. Philosophy Series, vol. 101, no. 1, pp. 29–35. EDN GQPVXO.

13. Mokh E.N. (2022), Sohranenie istoricheskoj pamyati – neot``emlemaya chast` obrazovatel`nogo processa na primere opy`ta v Respublike Belarus` [Preservation of historical memory is an integral part of the educational process on the example of experience in the Republic of Belarus], Magisterium. Zhurnal o pedagoge i dlya pedagoga, 5, 129–140. EDN TTNLRO. (In Russian).

14. Fadeev P.V. (2021), Istoricheskaya pamyat` rossiyan v sociologicheskix oprosax: osnovaniya, real`nost`, problemy` [Historical memory of Russians in sociological surveys: grounds, reality, problems], Vestnik Instituta sotsiologii, 12, 2, 36–54. DOI 10.19181/vis.2021.12.2.710. (In Russian).

15. Aramyan K.A. (2024), Uroki istorii: formirovanie istoricheskoj pamyati cherez dialog s “zhivy`m proshly`m” [History lessons: the formation of historical memory through dialogue with the “living past”], Sotsial'no-gumanitarnyye znaniya, 1, 59–63. EDN: XVVFII. (In Russian).