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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.

This article considers theoretical and experimental materials, revealing the role of ecological education technologies for the systematic implementation of this movement in kindergarten, which provides the establishment of ecological culture in children. It gives the foundation of the term “pedagogic technology” and its application in the pedagogic-ecological process in kindergarten. Pedagogical technology is examined as a part of the educational process, as a system of educational activities that is planned for the entire year and presented in detail so that other preschool teachers can implement it many times in different conditions of the educational process. The article shows the core role of ecological education technology in children 3–7 years old, and also its central importance for the innovative model of ecological education management.

The article is devoted to the elaboration of a methodological guidance for environmental education of preschool children. It provides a theoretical analysis of issues in preschool institution guidance, in general, and environmental education, in particular. It explains the need for a new approach – “analytical and corrective interaction” (ACI) – in the methodological guidance of environmental education in a preschool center aiming at care-givers’ professional and personal self-development, enhancing their environmental culture and its formation of the latter in children. It discloses the essence, content and procedural algorithm of analytical and corrective interaction, the specificity and sequence of its implementation stages. The article discusses the results of testing the new approach to methodical guidance, specific features of ACI implementation in practice, the content of a methodologist’s activity, the nature of his management, which determines the efficiency of interaction, manifestations of teachers in the process of experimentation. It shows this unique methodology of environmental education as a relatively new trend in preschool pedagogy which forms the basis of a system of working with children and which should be communicated to kindergarten teachers in the process of analytical and corrective interaction. The results of the study make it possible to determine the effectiveness of ACI research and experimental testing. The article is addressed to environmentalists, methodologists of preschool educational institutions, students and teachers at teacher training institutions and researchers.