Ministry of higher education, science and

 
 
 
 
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Zhumabayev M. Children's literature. Textbook. T.,” The teacher", 2011. 

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Conclusion 
Children's literature is not just a peripheral literary phenomenon: in the dynamics 
of the literary field it fulfils a basic role. History teaches us that this basic role 
specifically is heavily influenced by translation, since the repertoire of children's 
books and children's (narrative/literary) discourse are systematically developed on 
the basis of international traditions. A question could be propounded here: Can the 
import of Western children's literature be a hindrance for the development of native 
(non-Western) children's literature? Fortunately or unfortunately the Low Countries 
have interest in importing the foreign literature. 
An acquaintance with the understanding of literary characters is one of the first ways 
a young child has of making sense of what it is to be human. We all come to know 
more clearly who and what we are while reaching out, imaginatively, for what we 
might become. As the child dwells in and wonders at the lives lived in story, she 
comes to know both herself and the world and begins to see that world as something 
over which she, as a character in life, might exercise some control. The events of 
story are a means of exploration of the world, helping her to confirm, to illuminate, 
and to extend her own life experiences, in ways that give her power over them. Story 
gives public form to private meanings and thus helps those who receive its messages 
to reach out to other human beings in the world, knowing that they share some of 
the same concerns and feelings. Informational narratives are also important forms of 
children's literature and ways for young people to understand and appreciate their 
world and those who share it with them. We all need to learn about life both literally 
and literarily, efferently and aesthetically. 
Children's literature has been made a subject of academic research because of its 
importance in shaping the minds and thoughts of children. Simultaneously, more 
and more translations have been dedicated to the children's literature. There are some 
important factors which have prompted such studies; for example the assumption 
that translated children's books build bridges between different cultures, the source 

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culture and the target one or, the polysystem theory which classifies children's 
literature as a subsystem of minor prestige within literature. This review of critical 
approaches to the translation of children's literature is structured in relationship to 
polysystem theory in order to explore the causes and effects of the positions which 
can be occupied by translated literature in considering its position to be either central 
or peripheral in literary system of a country. 
Children's literature
in Latin America is today a growing industry and a social 
endeavor that is still woven into the goal of contributing to ensure that every child 
has the opportunity to reach adequate levels of reading skills and is thus prepared to 
exert his or her right to education, so it has been difficult to completely shake off 
didactic means and goals in favor of literary exploration of forms and values which 
are formative in their own way.