**1. Introduction**

Tanzania recognizes the importance of the first years of life, between 0 and 8, as the most critical period of development as it is the time when a big portion of the brain development takes place. Every early experience stimulates brain development, and neglect may impede brain development. This implies that investing in high quality early childhood education and care (ECEC) has the potential to offer immense opportunity and is the right thing to do to every child regardless of social-economic background, to develop the cognitive, social and emotional skills needed for their development, well-being and success in later life [1]. The positive effects of quality early childhood education are translated into academic and life successes that persist over a longer period. In this cognisance the government of Tanzania is committed to ensuring that every child including those from marginalised communities has access to quality early childhood innovative and developmentally appropriate pedagogy and learning experiences. Nevertheless, a huge number of children from marginalised populations such as those residing in geographical challenging and remote areas surrounded by big rivers and forests, areas with seasonal roads, long walking distances from home to school, have limited access to quality early childhood education. In case these children have access to exposure to innovative pedagogy practices quality is an issue worthy exploring. Quality interactive process between teacher and children and both the home and early childhood setting environment shapes children's capabilities regardless of their backgrounds. This chapter discusses a range of innovative early childhood pedagogical practices in marginalised localities. The aim is to contribute to the on-going global debate about what constitute effective pedagogy in early childhood education settings, hence broaden understanding of pedagogical practices from areas that have been under reported.
