ÇOCUK EDEBİYATI VE TELEVİZYON: KÜLTÜREL VE EĞİTSEL ETKİLER (AZERBAYCAN VE TÜRKİYE ÖRNEĞİNDE)
CHILDREN'S LITERATURE AND TELEVISION: CULTURAL AND EDUCATIONAL INFLUENCES (IN THE EXAMPLE OF AZERBAIJAN AND TÜRKIYE)

Summary/Abstract: The moral and intellectual education of the young generation has always been a focal point of interest in every era. In particular, children’s literature has fulfilled this mission and has been approached as a pedagogical subject. Children’s literature shapes children’s first perceptions of contemporary life and society. Within these works, the constant struggle between good and evil, ugliness and beauty, and ultimately the triumph of the good and the beautiful are vividly reflected. No matter how much despair the positive heroes of children’s literature may experience, they always ultimately prevail in the end. Children’s literature is created especially for a child readership. Authors take into account the unique features of children’s perception and strive to ensure that their works are well understood and internalized by readers of a certain age group. In this context, it is particularly important for the author to understand child psychology, focus on children’s interests and passions, and possess the ability to convey certain realities in an accessible way. It is often said that in order to produce genuine works for children, it is necessary to preserve a “childlike worldview” that allows the writer to vividly imagine the features and qualities of a child’s perception. Children’s literature shapes, defines, and transforms each child’s reading environment. Over time, this literature naturally gives way to “adult” literature, and children’s literature falls outside the sphere of interest of the growing reader. In such cases, television steps in and begins to color the world of the child. However, the programs watched within the scope of media can either help the child’s positive development or, conversely, have adverse effects. Television programs instill in children respect for adults, interpersonal relationships, compassion, altruism, humanity, and other positive emotions. It would be incorrect to categorize all programs as either entirely harmful or entirely beneficial for children. The types, topics, and viewing durations of programs watched on television or listened to on the radio can influence children both positively and negatively. Since young children’s attention is drawn to very different visuals compared to adults, television programs utilize this factor to help children follow what is happening on screen. In this study, the significance, purpose, and objectives of children’s literature have been examined, and its role in children’s development has been analyzed. Additionally, the place and function of cartoons and children’s programs in the lives of children in Azerbaijan and Turkey have been investigated. The study presents a comparative analysis of the changes between television programming in the past and present.

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