The changes taking place in society put forward new demands on the personality of the modern graduate elementary school so the urgency of the problem of formation of readiness for social and domestic orientation of the younger students does not raise any doubts and is quite justified. The article examines the pedagogical conditions aimed at building readiness for social and domestic orientation of younger schoolboys in educational process. The study was conducted by the method of analysis, systematization and generalization of literature data disclosing the state of the research problem. The analysis of psychological and educational literature was carried out, which allowed to identify the key concepts of the research “readiness for social and domestic orientation” and “formation of readiness for social and domestic orientation” in relation to younger students. The features of social situation of development, the specifics of leading activity, the characteristics of the main age-related new formations of junior schoolchildren allowed to fill the structural components of readiness for social and domestic orientation of the specific content: personal (value orientation, social orientation, motivational orientation, quality, characterizing the properties of the individual), cognitive (knowledge subjects and society events; knowledge of the interaction with the environment; knowledge of the social and domestic activities, legal and socio-cultural knowledge), activity (general-intellectual, general-labor, social-everyday, communication skills). Pedagogical conditions contribute to the formation of readiness for social orientation: actualization of the content of the social and everyday orientation of subjects in the framework of the Federal State Educational Standard for Basic General Education and the development of the contents of the new training course “Social Orientation”; step-by-step formation of readiness for social and domestic orientation from the activation of existing social and everyday ideas, the formation of social concepts, knowledge, skills and practical experience prior to their inclusion in social and domestic activities; purposeful interaction of subjects of education, taking into account the principle of advanced, parallel and subsequent interrelationship in the learning process; pedagogical monitoring.