<![CDATA[Early childhood literacy programs are increasingly recognized not only as a means of developing language and pre-reading skills but also as a potential pathway for strengthening children’s character. This study aimed to explore the management of literacy programs in strengthening early childhood character at Aisyiyah Bustanul Athfal Kindergarten, Batusangkar, Indonesia. A descriptive qualitative case-study design was employed. Participants were purposively selected and included the school principal, classroom teachers, and parents. Data were collected through semi-structured interviews, classroom observations, and document analysis and were analyzed using thematic analysis. The findings revealed that literacy program management was implemented through four interrelated processes: planning, organizing, implementation, and supervision. Planning was aligned with the school curriculum and children’s developmental needs; organizing involved clear role distribution among school leaders, teachers, assistant teachers, and parents; implementation integrated storytelling, shared reading, retelling, role-playing, and library visits with character-building activities; and supervision was conducted continuously through classroom monitoring, teacher feedback, and school–family communication. These practices supported the development of character values such as discipline, responsibility, honesty, cooperation, independence, and respect for others. The study concludes that literacy can function simultaneously as an early learning strategy and a medium for character formation when it is systematically managed and supported by stakeholder collaboration. The findings highlight the importance of integrating literacy management, character education, and school–family partnerships in early childhood education.]]>
