<![CDATA[In the digital era dominated by instant visual media, children's literature faces challenges in maintaining its function as a medium for the construction of imagination and the transmission of value. This research aims to dissect the mechanism of literary texts in building children's imagination and analyze the synergy between aesthetic quality and educational content. Using qualitative descriptive methods and content analysis techniques in contemporary children's literary texts, this study explores the stylistic dimensions and pedagogy of literature. The results of the study show that the construction of children's imagination is triggered dialectically through the aesthetics of texts, such as the use of sensory diction, personification, and simple metaphors that serve as cognitive tools to train the Theory of Mind. Furthermore, educational values in modern literature are no longer didactic-authoritarian, but work through implied pedagogy and character identification mechanisms. These findings confirm that language aesthetics act as an "entry point" that lowers children's psychological defenses, so that moral values can be internalized subliminally. The proportional balance between delectare (pleasure) and prodesse (usefulness) is the main determinant in making children's literature a dialogical and effective moral laboratory for character formation in the modern era.]]>
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