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This article focuses on tendencies of development of children of the preschool age connected with features of modern socialization. Today, the process of entering a child’s culture has a number of specific features. The boundaries between childhood and adulthood are blurred, the child’s position in relation to the adult world is changing, the adult ceases to be a unique bearer of culture, the effectiveness of traditional practices of upbringing and learning becomes ambiguous, and the intensity of the child’s communication with adults and with other children is reduced. One of the reasons for these changes is the rapid integration of digital technology into a child’s daily life. The Internet, computer, tablet, smartphone and other gadgets, which preschoolers often know better than their parents, become not only a toy, but also a means of socialization. The term “digital socialization” is used to define and describe the new facet of a child’s socialization. It is characterized by children’s use of high-tech arsenal of digital devices, the duration of the online status of a child, increasing risks associated with the online environment, an increase in the technical literacy of children compared to their parents, a decrease in the universality of the adult figure and his or her role in relations between parent and child, etc.

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.