<![CDATA[Early reading, writing, and arithmetic (calistung) are still widely taught through abstract, worksheet-based drills that do not match young children’s developmental characteristics. This study analyzes the epistemology of proportional calistung in relation to the cognitive limits of early childhood, using natural loose parts as concrete learning media. A qualitative-descriptive library research design was used. Data were drawn from the theories of Jean Piaget, Lev Vygotsky, and Jerome Bruner, together with 13 journal articles, one conference paper, and one book, mostly published between 2021 and 2026 and retrieved through Google Scholar. Data were analyzed using content analysis (data reduction, data display, and conclusion drawing). The analysis suggests that proportional calistung (1) respects children’s developmental readiness at the preoperational stage, (2) follows a progression from enactive to iconic to symbolic representation, and (3) provides gradually withdrawn scaffolding within the zone of proximal development, for which natural loose parts can serve as a bridging medium. Natural loose parts are therefore conceptually consistent with early childhood cognitive development. As a literature review, this study offers a conceptual framework only, and empirical testing is still needed.]]>
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