<![CDATA[This study aims to describe the implementation of the Montessori Phonics Pink Series method in stimulating the initial reading ability of children aged 4–5 years in Blooming Islamic Montessori Kindergarten. The research uses a qualitative approach with a descriptive method to obtain an in-depth picture of the learning implementation process. The subjects of the study included children aged 4–5 years, classroom teachers, and principals. Data is collected through observation, interviews, and documentation, then analyzed systematically through data reduction, data presentation, and conclusion drawn. The validity of the data was obtained through triangulation of sources and techniques. The results of the study showed that the implementation of the Montessori Phonics Pink Series was carried out in stages and structured, starting from the recognition of phoneme sounds, combining phonemes into three-letter words, to reading simple words and sentences. Learning takes place in a prepared environment that supports children's independence, with teachers acting as facilitators who provide stimulation according to the child's needs and developmental stages. This method has been proven to be able to improve initial reading skills, especially in recognizing letter sounds, combining phonemes, and reading simple words independently. Factors supporting implementation include the readiness of the learning environment, the availability of adequate Montessori materials, and the competence of teachers in implementing the Montessori approach. The inhibiting factors include differences in the level of readiness, concentration, and individual characteristics of children. Thus, the Montessori Phonics Pink Series method is effective in stimulating early childhood reading ability and can be an alternative approach to reading learning in early childhood education that integrates Islamic values.]]>
