a)*, T. V. Furyaeva (b), V. V. Ignatova (c) *Corresponding author (a) Krasnoyarsk State Pedagogical University named after V. P. Astafiev, ul. A. Lebedevoi, 89, Krasnoyarsk, Russia, ademaku@mail.ru (b) Krasnoyarsk State Pedagogical University named after V. P. Astafiev, Krasnoyarsk, Russia, tat.fur130@mail.ru (c)Krasnoyarsk State Pedagogical University named after V. P. Astafiev, Krasnoyarsk, Russia, Reshetnev Siberian Abstract The article reveals the essence of the concept "readiness for moral

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... choice," analyzes various views on the problem of this personality quality formation. According to the authors, the formation of schoolchildren's readiness for moral choice is a focused pedagogical activity aimed at enriching knowledge, realizing morality, mastering the skills to analyze and evaluate their actions and those of other people, and make a moral decision. Various types of interactive and collective-creative activities are recommended as one of the ways to solve the problem. In experimental work, the authors turn to three types of sociocultural practices: real-practical, game, organizational and leisure. The authors attach importance to sociocultural practices of local lore, initiated by the school museum. In accordance with the requirements of the time, students are offered activities in various formats: both in the real and digital educational environment. The article presents the diagnostic study results on manifestations of rural schoolchildren's readiness for moral choice at the beginning and completion of experimental work.