The work aims to introduce a systematic framework of theoretical research and practice strategies to guide the emotional design of reading experiences for rural children, so as to offer innovative concepts and practical examples for the revitalization of rural education and culture. By offering a localized interpretation of emotionalized design" and analyzing the current state of emotional design in rural children's reading experiences, the paper integrated the crafting criteria of "cultural artifacts." It proposed "four principles" as design principles and application strategies, and evaluated the effectiveness of related design cases. The research facilitated a reading environment for children that was layered, immersive, and stimulating, enhancing the aesthetic quality, environmental functionality, and emotional engagement of rural children's reading experiences. It enhanced the motivation and quality of children's reading, communication, and learning experiences, and promoted the holistic and healthy development of children's emotional well-being, sense of responsibility, and cultural identity. The study significantly advances the integration of media information, environmental functionality, and emotional services in rural children's reading experiences, enriching and refining the theoretical and practical architecture of emotional design in these contexts.