In the context of the “Internet Plus” era, the reform of children’s literature curriculum content is fundamental. This study explores the impact of such reform on the quality of children’s psychological aesthetic education, aiming to provide theoretical guidance for future educational practice. The research method uses quantitative and qualitative methods, constructs word lists and word lists for teaching children’s literature courses by analyzing the texts in language textbooks at the compulsory stage, and explores the data using multiple regression models. The results show that the reform of teaching children’s literature significantly improves students’ psycho-aesthetic qualities, among which the improvement of teaching methods has the most significant impact on psycho-aesthetic education, with a path coefficient of 0.2906 (P<0.0001). The teaching reform of children’s literature curriculum positively impacts the quality of children’s psychological aesthetic education, especially in the innovation of teaching methods.