У статті приділяється увага актуальним проблемам літератури для юних читачів у сучасному літературознавчій науці. Порушується широке коло питань, зокрема, як відновити інтерес молодого покоління до книжки і прищепити любов до читання; що варто читати дітям, а також – що таке «дитяча література» і чи правильним та достатньо вичерпним є цей термін.
The article focuses on the actual problems of literature for young readers in modern literary science. There is a wide range of issues, including how to restore the interest of the younger generation to the book and fill with love for reading; what books should read to children, as well as what «child literature» is and whether this term is correct and sufficiently exhaustive. Literary critics, biographers, critics and methodologists actively co-operate in the search and creation of a single concept of literature for children and youth, its content and forms, the conceptual apparatus and the very essence of the concept of «children’s literature». Despite the multifaceted approach and various decisions regarding the content and form of «children’s literature», in the scientific and methodological studios of modern researchers there are outlined the main tendencies that are generally acceptable. The author focuses on the causes of unsuccessful attempts to create a perfect textbook on «children’s literature» and concludes that these causes lie in the desire of modern authors to «historically» literature for children under the canon textbook on the history of Ukrainian or world literature. The article proposes a different approach to the formation of a textbook and training course on children’s literature, based on the genre-thematic principle, and cultural-historical only devoted a marginal role in clarifying the time and circumstances of the emergence and features of the functioning and development of certain genres, themes, problems, images or motives.
