<![CDATA[This study aims to provide an in-depth exploration of the early reading learning process using letter puzzles as a teaching aid for children aged 3–5 years. This is a qualitative descriptive study. The study was conducted at a Kumon learning center. The research subjects consisted of 10 children aged 3–5 years. Data were collected through direct observation of the children’s activities and an interview with one instructor, then analyzed using the Miles and Huberman interactive model, which includes data reduction, data presentation, and drawing conclusions. Learning took place through three structured stages introduction, core activity, and conclusion—covering letter recognition, puzzle assembly, and letter pronunciation with the instructor’s guidance. Eight out of ten children were able to correctly identify uppercase letters, while six out of ten children were able to distinguish between uppercase and lowercase letters, particularly for letters with similar shapes such as b, d, p, and q. All children demonstrated high enthusiasm throughout the activities. The success of the learning process was supported by the concrete and engaging nature of the puzzle medium and the instructors’ individual guidance, although challenges remained due to the children’s limited attention spans and the limited number of puzzles ets available. These findings confirm that letter puzzles are an effective tool for supporting early reading development and literacy in young children and warrant further optimization of their use in preschool settings.]]>
