POETIC AND FUNCTIONAL FEATURES OF CHILDREN’S LITERATURE: AGE PSYCHOLOGY, DIDACTICS, AXIOLOGY

Abstract

This article examines the poetic-functional nature of children’s literature through the lenses of age psychology, didactics, and axiology. Adopting a comparative literary approach, it juxtaposes Uzbek works with examples from global and CIS children’s literature. Findings indicate that artistry (rhythm, imagery, personification), emotional impact (humor, wonder, the “safe” experience of fear), age-appropriate language and composition, and an instructional layer (story-based scaffolding of knowledge) constitute the core features of children’s texts. Axiological functions – embedding humanism, honesty, courage, and empathy via aesthetic experience – secure the works’ enduring social relevance. Practical implications for authors include balancing technique and content, tailoring plot and diction to developmental stages, and integrating multimodal (digital) affordances judiciously. For curricula, cross-cultural treatments of a single theme and linking literary reading to emotional literacy prove effective. The paper outlines future directions in probing neuropsychological aspects of reading as applied to children’s narratives.