The “Public Library Law of the People’s Republic of China” mandates that government-established public libraries should establish reading areas for children and adolescents, staff them with professionals tailored to the unique characteristics of this demographic, and initiate reading guidance and social education programs specifically for young readers, while also supporting school-affiliated extracurricular reading activities [1]. The developmental stage of childhood is pivotal, and the essence of creating a children’s reading space is to focus on “child-centric growth,” catering to the multifaceted reading interests of children, allowing them to be inspired by the environment and to relish the reading experience [2]. The cognitive abilities of children differ significantly from those of adults, and traditional reading spaces often overlook children’s specific reading behaviors and psychology. To improve, children’s reading spaces need to move away from adult-centric designs and tackle common issues like closed spaces, repetitive patterns, and limited presentation styles. Addressing these challenges is essential for enhancing the operational efficiency of children’s reading spaces. This study delves into the influence of the interplay between supply and demand factors on the operational efficiency of children’s public reading spaces, with potential marginal contributions including: firstly, a profound dissection of the mechanisms underpinning the operational efficiency of these spaces from a configural and comprehensive standpoint, examining how supply and demand can synergistically affect operational outcomes; secondly, an in-depth analysis of how various influencing factors within children’s public reading spaces can be combined to achieve their efficient operation. Efforts have refined resource allocation and improved reading service quality in children’s public reading spaces, enhancing their operational efficiency and supply structure.