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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 comparative study examines the way in which preschool teachers support children’s science learning in a Chinese and a Norwegian kindergarten. The study takes an ethnographic approach. Preschool teachers from one kindergarten in Shanghai and one in Bergen were asked to videotape educational activities that focused on science in their kindergartens. These videos, as well as videos taken by the researchers, were used as a starting point for semi-structured group interviews with the preschool teachers. Our aim was to explore the scienceoriented activities, strategies and objectives; and some of the sociocultural factors that might influence the preschool teachers’ practices. Closer analysis, which took into consideration cultural values and traditions, revealed clear links between culture and practice.

Background. Digital technologies are playing an increasingly important role in various fields, including education. However, despite their widespread use, the specific characteristics of the digital environment and its impact on preschoolers remain insufficiently studied at the theoretical level. It is important to understand the place and role of gadgets in kindergarten settings, how they can enrich a child’s social development situation, and what the adult’s role should be.

Objective. To examine 6-7 year-old children’s perceptions of their ideal personal phone (appearance, functions), and to analyze the relationship between these perceptions and actual phone use in groups with fundamentally different pedagogical approaches to gadgets.

Sample. The study involved 47 children aged 6-7 (25 girls and 22 boys) fr om 9 preschool groups across 3 educational institutions. Educators in these groups had different approaches to using digital devices.

Methods. The research was conducted using the mosaic approach, where children participated as co-researchers. Primary methods included drawing with commentary and interviews. For quantitative analysis, the non-parametric Mann-Whitney U-test was applied.

Results. Qualitative analysis of children’s responses and interpreted drawings revealed that smartphones are significant objects for preschoolers, children are aware of its possible and real applications. Children demonstrated awareness of real-world applications, primarily planning to use phones for entertainment/games and communication, less for information-seeking. In groups where teachers didn’t use phones, children focused more on appearance (cases, phone-as-pet designs with ears/tails), while in gadget-positive groups, they emphasized more diverse functions, including child-task-oriented imaginary features. Gender differences were minimal, though girls more frequently mentioned calling and service/purchasing apps, while boys emphasized gaming.

Conclusions. Gadgets are relevant to preschoolers, with children’s phone-use conceptions ranging from predominantly reproductive (e.g., pretend phone play) to rare productive uses (e.g., creating self/friend videos) and institutional integration. The adult’s role is crucial: in groups wh ere educators actively used gadgets as cultural tools, children’s drawings showed greater app diversity and productive applications for situational problem-solving (e.g., information searches).