<p>This study positions Habits of Mind (HoM) as a pedagogical and analytic framework for picturebook-based learning in early childhood education, examining how thinking dispositions are interactionally enacted during reading and its creative extensions. Drawing on data from ten multilingual children aged seven to eight and four mothers across eleven sessions, the study employs a framework-guided qualitative approach that combines deductive HoM coding with inductive, interactionally oriented analysis of observations, video recordings, artifacts, and field notes. Fourteen of the sixteen HoM were identified, often co-occurring within the same interactional sequences. Findings show that HoM are not stable individual traits but are dynamically organized through processes such as questioning, negotiation, imagination, and refinement. Picturebooks function not only as texts but as interactional resources that organize attention and sustain collaborative meaning-making, while the enactment of these dispositions remains uneven and contingent on task design and interactional support. These findings highlight the power of picturebooks in structuring the conditions under which HoM become visible and collaboratively constructed in early childhood learning.</p>