Reading literacy is considered as one of the conditions for the social and communicative development of children, and the need for reading is one of the indicators of successful socialization. The article describes the methodological techniques for the formation of reading literacy of younger schoolchildren and its impact on social and communicative development.

This article discusses the results of the work of the section "Informatics" at city conferences, held on the basis of Youth art center “Yunior” in spring 2018, analyzes the activities of students in grades 3–8 of schools in Novosibirsk to involve them in research. Two conferences were held - for primary schoolchildren and for middle school students. Analyzed the answers of the conference participants to the questions of the questionnaire concerning the activity of schoolchildren in the selection of the research topic, participation in the research.

The article deals with such concepts as the environment with the conditions of self-organization, structural human activity, a synergistic approach. The role of sensory forms of knowledge of the geometrical laws of the construction of real world models and analytical-synthetic design activities in creating an educational environment with full existence and beneficial conditions for children's self-organization is analyzed.

This article is devoted to the comparison of the existing methods of teaching primary school students to read in English. There are 2 widespread methods — a traditional one (when students learn the rules of reading) and the whole-word one (when students read words as a whole unit). The article states the advantages and disadvantages of these methods, concentrating on the psychological characteristics of primary school students. The author comes to the conclusion, that the only right way is to combine these methods, as it was done in Spotlight 2–4.

The article focuses on the original technology of the author that can empower teaching English with Letterland. For many years educators in English-speaking countries rejected traditional teaching of phonics, believing that because English spelling is so irregular, to give priority to teaching letter sounds was too difficult and confusing. It required too much rote learning, it was unpopular and boring for 5–7 year-olds, and worse, it gave them a distaste for reading.

The article focuses on the role of the regional history in the formation and development of the personality of students. This study is not only the outline of the key milestones in the history of the region, but also serves for the scrupulous investigation of numerous historical facts and events whose influence was great enough to speak about the phenomenon of Western Siberia in different aspects and from different viewpoints for the formation and development of the personality of both students and pedagogues.