<p>Scaling early childhood development programs and policies in low- and middle-income countries necessitates culturally relevant and innovative approaches that resonate with local contexts. This study explores the integration of culturally responsive pedagogy into early childhood education mathematics and science teaching, focusing on leveraging ethno-cultural practices within Ghana’s lower primary education. The need for culturally relevant education stems from the growing recognition that foreign curricula often fail to engage learners in diverse cultural settings. Employing a focused ethnographic research design, the study involved 14 learners and 8 teachers from the Ashanti and Volta regions. Data were collected through observations, semi-structured interviews, and field notes to investigate how culturally relevant practices can enhance teaching and learning in these subjects. The findings reveal that incorporating ethno-cultural practices such as storytelling, traditional games, and indigenous measurement systems significantly enhances learners’ engagement, understanding, and interest in mathematics and science. Teachers also reported that integrating local practices fostered inclusivity and improved learners’ confidence. The study recommends integrating culturally responsive pedagogies into the national curriculum and teacher training programs. Furthermore, resource development and stakeholder collaboration are essential for promoting culturally integrated teaching practices.</p>