Soon parents will be faced with the question - should they send their child to first grade or wait another year? The decision to send a child to school depends on his readiness to study in an educational institution. The age, development and level of readiness of each child is individual, and in order to make the right decision, I recommend undergoing neuropsychological and psychological diagnostics of school readiness. Readiness for school is determined not by whether the child already knows how to read and write, but by how his higher mental functions are developed - attention, memory, speech, thinking, and whether the child can withstand the intellectual and physical stress of learning. The child must be physically mature and have sufficient physical strength and coordination to complete school tasks. It is desirable that he develop the psychomotor skills necessary to master writing (development of fine motor skills, coordination of vision and hand movements, ability to work according to a model). In addition, the following factors must be taken into account when making a decision: Communicative readiness. The child must be able to interact with a social adult and with other people, show respect for rules and norms of behavior, and also adapt to group situations. During examinations, we note whether the child respects the boundaries of communication, whether he addresses the psychologist using “You” or uses “You” and asks questions of an overly personal nature, whether he demonstrates interest in the conversation, whether he is able to ask clarifying questions and express his opinion, whether he is oriented in time and space. Is the vocabulary appropriate for age, is the child able to construct grammatically correct statements. In conclusion, we describe the general characteristics of the child and his communicative readiness. For example: Subject M. (6.4 years old), right-handed, complete family. Looks his age. Maintains eye contact. During the conversation, she demonstrated a confident knowledge of the seasons, days of the week, residential address, month of her birth, but found it difficult to name her parents’ middle names and day of birth. She completed tasks diligently, with interest, showed interest in the results of the examination, and responded adequately to difficulties and mistakes made. The emotional background is even, emotional reactions are lively, adequate to the situation, positive emotions predominate. The child can concentrate, M. showed high performance during the examination, the girl is diligent and interested. During a psychological examination, she demonstrated a businesslike form of communication with an adult. She contacted the psychologist willingly and respected boundaries in communication. Communicative competence is well developed. The speech is grammatically correct, the vocabulary is good, and sound pronunciation corresponds to the age norm. Demonstrates cognitive interest in questions. (Why is the grass green? Why is the sun shining? Why is the sky blue?) During the diagnostic examination, we must look at whether the child has developed motivation for learning activities and the internal position of the student. The internal position of a student is a set of attitudes, views, motivations and values ​​that are formed within the student’s personality and influence his behavior, attitude towards learning, communication with peers and adults. It may include confidence in one's abilities, motivation to achieve success, desire to learn and develop, responsibility for learning and one's actions, respect for others and the desire to communicate, ability to solve problems and make decisions, as well as other qualities and features of internal self-identity schoolboy. For a child with an unformed internal position, a schoolchild is characterized by an orientation toward the external attributes of learning: “I want to go to school with a red backpack!”, “I want to go to school, because my mother promised to buy new markers and a cool pencil case,” “I don’t want to go to kindergarten anymore, I have to go there during the day.” sleep,” “Mom said I need to go to school.” Children with an unformed internal position of a schoolchild give preference to activities such as