<![CDATA[General Background: Early literacy requires developmentally appropriate learning that connects oral language, sounds, and written symbols. Specific Background: TKIT Insan Kamil Sidoarjo implements phonics systematically and contextually within daily learning, while facing differences in children’s language abilities, teacher competence, learning time, resources, and parental support. Knowledge Gap: Previous studies have largely emphasized quantitative reading outcomes, with limited phenomenological exploration of teachers’, children’s, and parents’ experiences. Aims: This study analyzes phonics implementation, literacy development, parental involvement, and implementation challenges. Results: A qualitative phenomenological study found that phonics supported phonological awareness, letter recognition, sound blending, reading readiness, interest, and confidence. Novelty: The study examines phonics as a managed, contextual, and collaborative learning process involving teachers, institutions, and families. Implications: Structured planning, continuous teacher development, multisensory resources, and stronger school–family collaboration are needed for sustainable phonics learning. Key Findings Highlights Children showed stronger sound discrimination, letter recognition, and blending skills. Teachers adapted instruction to developmental readiness through playful multisensory activities. Parent–school collaboration supported continuity, while time, media, and competence remained challenges. Keywords : Phonics Method, Early Literacy, Phonological Awareness, Parental Involvement, Islamic Early Childhood Education]]>
