<![CDATA[Literacy culture is an essential aspect that should be introduced from an early age to support children’s language, cognitive, and social development. However, young children’s reading interest remains low, requiring engaging and developmentally appropriate efforts. This study aims to describe the development of literacy culture through a reading corner and identify its supporting and inhibiting factors among Group B children at TK Nurul Huda Wringin Kurung Menganti Gresik. This research employs a qualitative descriptive approach. The subjects include the principal and Group B teachers. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman’s model: data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that literacy culture is fostered through engaging activities such as shared reading, storytelling, introducing images and symbols, and allowing children to choose books independently. These activities are implemented consistently, increasing children’s interest in visiting the reading corner, their enthusiasm for books, participation in literacy activities, and their ability to recognize symbols and images. Supporting factors include teacher creativity, children’s enthusiasm, school support, availability of reading materials, and consistency of implementation. Inhibiting factors include differences in children’s interests and abilities, low concentration among some children, and limited number and variety of books.]]>
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