Problems of appearing and functioning of human study science, i.e. pedology, have been studied in the paper. Theoretical analysis of integrative approaches of native and foreign scholars to pedology in the context of views of the third millennium has been performed. Useful and positive achievements of this science as well as wrong ones determined by specific features of time and socio-political conditions, views on children upbringing have been singled out. It has been indicated that at the beginning of the 21st century authoritarian, lacking humanism, scientific-progressivistic educational paradigm is becoming history. At the same time child-centered, personal-developmental pedagogy is being increasingly included in the teaching practice. In addition, we can clearly trace contours of humanitarian-existential approaches to upbringing problems, which is why we should understand that there is no average child and that except heredity and environment much in the development of a small person depends on upbringing efforts of parents, pedagogues, state and society. Children should not adapt to the conditions since educational-upbringing system, curricula and methods of teaching must be adapted to a child, his/her capabilities, interests and specific features. A child's interests should be in the basis of the upbringing system. Any system of a child's upbringing, no matter how progressive and innovative it may be, will not fulfill its mission if it is not based on deep scientific pedology. Rather perspective we consider theoretical analysis of the development of the ideas on integral study of a child in Ukrainian pedology.