Constants Of Children’s Reading In The Dialog Of Culture

Abstract

The article is directed to studying the constants of children's reading. Its relevance is associated with the search for ways of modern society’s further development through a new understanding of cultural traditions. Constants are one of the ways to maintain a dialogue of cultures in different generations, a kind of standard for evaluating and designing a cultural picture of the world. In literature, they include images, motifs, plots, genre formations, etc. In language, they are a set of ideas about the world, enclosed in the meanings of words and expressions that represent universal and specific linguistic attributes of world culture concepts. As components of the matrix of world culture, constants are actively used in children's reading. By children's reading we understand the totality of children's literature itself, books recommended for reading to children, and children's periodicals. This is a special phenomenon of the nationwide literary process, whose hallmarks are clarity, plot orientedness, mandatory didactism, combination of the fictional and real. Within the space of children's reading, constants acquire special educational significance, participate in the formation of a child's language picture of the world, in the creation of a system of moral traditions forming the younger generation’s worldview concerning this or that particular nation. They simultaneously convey the human experience accumulated over the centuries and participate in the formation of the communicative competence, which is the main property of a cultured personality.