This article is devoted to the study of the theoretical and poetic

foundations of childrenʼs literature and the issues of artistic

psychologism within it. The work analyzes childrenʼs literature as a

unique artistic system developing at the intersection of pedagogy,

psychology, and literary studies. The research highlights the

transformation of didactic content into artistic forms, plot dynamics,

and the principles of psychological authenticity in the system of

characters. Furthermore, the article synthesizes theoretical

perspectives from world and national literary scholarship, providing

a scientific basis for the functional role of artistic psychologism in

shaping the aesthetic taste and spiritual worldview of young readers.

In the article, the aesthetic principle and criteria of artistry are

considered as an important theoretical concept, and the necessity of

ensuring aesthetic influence in childrenʼs literature through means of

depiction appropriate to the age characteristics of the reader, simple

and fluent, and at the same time artistically high is substantiated. The

“double address” principle, widely used in Western literary studies,

is analyzed, and it is revealed that texts intended for children

simultaneously present different levels of meaning to both childrenʼs

and adult audiences.