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Introduction. The article presents the results of the theoretical retrospective analysis of the problem of developing a methodology for the humanitarian research of childhood in the scientific school of the Pedagogical Institute of Preschool Education (1918-1925) and the Department of Preschool Pedagogy of the Herzen State Pedagogical University. The purpose of the study is to analyze and summarize the scientific and theoretical approaches that formed the basis of modern methodology of humanitarian research of pre-school childhood.

The key ideas of the study was considering child as a subject focused on the adult world, and the socialization culture of the preschool child on the basis of the unity of the emotional-sensual world, cognition and activity.

Results. Article provides description and generalization of scientific and theoretical approaches, which formed the basis of preschool pedagogy as a branch of pedagogical science and methods of preschool education, developed by the Herzen State Pedagogical University. Approaches to the renewal of preschool education are presented taking into account modern knowledge about the phenomenon of childhood.

Conclusion. The concept of methodology of the humanitarian study of modern childhood makes it possible to study childhood and design interaction with the child, focused on its subject development.

The article is devoted to the description of CLASS observation methodology, developed for the analysis and evaluation of interaction between the teacher and children in the kindergarten group. There are three main areas and criteria for evaluation of this tool: emotional support, organization of work in a group and methodological support. The article reviews studies carried out during past 20 years. Research show the impact of the criteria identified in this methodology or the overall level of pedagogical skill measured using the CLASS methodology on the cognitive, regulatory and emotional-personal development of preschool children. The analysis shows the importance of assessing the interaction of the teacher with children in pre-school institutions for scientific and practical research in the field of preschool education and development, and also shows the possibilities of using this tool to assess the quality of education in Russia.

Level of cognitive activity is essential for child successful learning at school. The authors aimed at measuring the ability of preschool age children with mental retardation to establish a causal link between the events. Techniques of diagnostic and development of this ability are described. The first method is aimed at studying the level of development of the ability of preschool children with mental retardation to the establishment of a causal link between the events in relation to their normally developing peers. The second technique is aimed at developing preschool children with learning disabilities. Based on the techniques the authors conclude that the correction and development work can provide systematic and consistent principles. It is shown why it is important to form new skills basing on already acquired skills.