In our master's thesis, we wanted to investigate the process of forming a positive attitude towards history among elementary school pupils. This process depends on many factors, mainly on the teacher (his personality, didactic approaches, enthusiasm for the subject, etc.) and the pupil (his personality, upbringing in the family, etc.). This is influenced by the complexity of the child's psychosocial development (at the genetic, epigenetic, behavioral and symbolic levels). We found that a child quickly acquires (at least rudimentary) ability to recognize periods of time, and we recognized the multifaceted nature of factors in the process of forming a positive attitude of pupils towards history. A history teacher has a number of direct and indirect tools at his disposal (e.g., changing children's seats, greeting them before class, controlling teaching styles, showing enthusiasm, involving children in active ways of exploring history, etc.). In the empirical research, we found that there is no necessary connection between the pupils' attitude towards the subject of history and their attitude towards researching the past. The teachers interviewed highlighted the importance of the teacher's personality and ability to inspire students with interesting stories and innovative didactic approaches. We can conclude that the formation of a positive attitude of pupils towards history is a complex process, which, in addition to teachers, who directly influence the interest of students with their enthusiasm and didactic methods, is also significantly influenced by the students themselves with their motivation, parents with their education and support, and more widely an environment that provides the learner with a context for understanding and applying historical knowledge.
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