This chapter explores early childhood development and inclusive education in Zimbabwe, which is informed by a study that employed a literature review approach and reviews relevant literature from 1980 to 2023. The main challenges discussed include poor funding, stigma, cultural factors, lack of clear and supportive policy framework and lack of infrastructure. The impact of inclusive education on early childhood development is analysed, particularly highlighting the importance of early interventions for children with diverse needs. The chapter further identifies strategies for integrating the Inclusive Home-based Early Learning Project, a play-based and hybrid innovation to offer inclusive early learning services in marginalised communities in Masvingo Province, Zimbabwe. Other proposed strategies include strengthening early identification and intervention for developmental delays, enhancing parental and caregiver support, promoting inclusive teaching practices in schools and integrating health and nutrition interventions into early childhood development programmes. The authors recommend scaling of this Inclusive Home-based Early Learning Project initiative and collaborations among scholars, communities and policy makers in providing quality and inclusive early learning interventions in marginalised communities.