Methodological approaches to pupils’ reception of children’s literary works

Abstract

Children’s literature represents a fundamental domain of aesthetic and cultural education, playing a decisive role in the formation of reading competence and aesthetic sensitivity. This article explores the issue of literary reception from an educational perspective, focusing on the formative, cognitive, and cultural functions of children’s literature. Literary reception is approached as an active process of meaning construction, mediated by the educational context and pedagogical intervention. The study highlights the importance of a coherent methodology of literary reception in fostering a sustainable reading culture and supporting the intellectual and emotional development of pupils.