Vol. 25 No. 1 (2024)

The 25th issue of Children's Readings to studying intercultural relations in literature for children.   The choice of this topic stems from the fundamental importance of intercultural relations in literature in general, and children's literature in particular. History shows that the formation of any national children's literature is closely linked to various forms of adaptation and reinterpretation of plots, images, and ideas from children's literature written in other languages. The articles in this issue, dedicated to the transfer of educational or artistic texts for children to another culture, demonstrate that the "transplantation" of these texts can be influenced by the personal characteristics of translators, illustrators, and publishers, as well as by the underlying properties of the ethnopedagogical concept of the receiving culture. During certain periods of children's literature development, translators' interventions are balanced by universal requirements for the educational goals of children's literature. In other periods, however, such interventions, practically beyond the control of pedagogical or political doctrines, become a means of uncensored expression. The discussion about cultural transfer on the pages of the journal "Children's Readings" has just begun and will certainly continue. In the meantime, we are pleased to offer our readers the latest research in this field.