COGNITIVE-COMMUNICATIVE STRATEGIES FOR TRANSLATING CHILDREN’S POPULAR SCIENCE DISCOURSE

The article examines the specific features of the cognitive-communicative approach to translating children’s popular science discourse. The theoretical foundations of combining cognitive and communicative aspects of translation activity are outlined, aiming to ensure the adequate reproduction of meaning, preservation of scientific accuracy, and accessibility for young readers. The study analyzes the main translation strategies employed in adapting scientific concepts to the cognitive and emotional level of a child’s perception, such as cognitive adaptation, explanatory explication, communicative engagement of the addressee, cognitive metaphorization, cultural localization, and the strategy of emotional-cognitive balance. Special attention is paid to the translator’s role as a cognitive mediator who facilitates interdiscursive transformation of scientific knowledge into conceptual structures comprehensible to children. It is emphasized that the effectiveness of translating children’s popular science literature depends on the translator’s ability to integrate linguistic, cultural, and pedagogical factors, producing texts that simultaneously inform, educate, and motivate curiosity. The findings confirm the relevance of the cognitive-communicative approach as a modern methodological framework for the translation of children’s popular science texts. Future research should focus on developing a typology of cognitive translation strategies that take into account the age-specific characteristics of the target audience, as well as designing training models for translators working in the field of children’s literature.