<![CDATA[Although early childhood literacy has received increasing scholarly attention, research examining the use of concrete and play-based media to support alphabet letter recognition in natural classroom settings remains limited. This study aims to analyze the implementation of alphabet letter recognition through letter pocket media in early childhood education, examine children’s responses to its use, and identify the supporting and inhibiting factors affecting its implementation. A qualitative descriptive design was employed involving 15 group B children aged 5–6 years and one classroom teacher at PAUD/TK Aisyiyah 6 Sulit Air, Solok Regency, West Sumatra, selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using an interactive model comprising data condensation, data display, and conclusion drawing, with validity ensured through source and technique triangulation. The findings show that alphabet letter recognition through letter pocket media was implemented systematically through planning, play-based activities, and evaluation. During the learning process, children actively took letter cards from the pocket, identified letter names and sounds, and matched them with relevant pictures. The use of letter pocket media also increased children’s enthusiasm, attention, confidence, and active participation. This study concludes that letter pocket media provides an effective and developmentally appropriate approach to supporting early literacy learning by offering concrete, manipulative, and interactive experiences aligned with young children’s characteristics. These findings contribute to the strengthening of early literacy practices and imply that teachers and parents should provide consistent literacy stimulation through enjoyable and meaningful learning activities.]]>
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