This chapter explores the present state of inclusion in Ghana’s early childhood education (ECE), incorporating national and international perspectives. Using a scoping review technique and a qualitative approach framed by Critical Theory and Bronfenbrenner’s Ecological Systems Theory to highlight the necessity of understanding a child’s growth, we analyse the difficulties and potential for inclusive ECE in the Ghanaian setting. The study used peer-reviewed studies, policy documents, and grey literature focused on inclusion in ECE in Ghana. We evaluate the data via a critical and Bronfenbrenner’s Ecological Systems Theory framework to identify power dynamics, sociocultural factors, and institutional impediments impacting inclusive education. Our results suggest a complicated picture of inclusion in Ghana, marked by a gap between legislative intentions and actual execution. While Ghana has made achievements in enacting inclusive education legislation, obstacles exist in areas such as teacher training, resource allocation, and social attitudes towards disability and diversity. The evaluation also highlights creative local initiatives and the effect of international best practices on Ghana’s inclusive ECE efforts. This research adds to the expanding body of literature on inclusive education in developing countries and gives insights relevant to the Ghana. We propose suggestions for policymakers, educators, and researchers to strengthen inclusive ECE in Ghana by exploring the interconnectedness of policy, practice, and sociocultural issues. Future research options are recommended to address identified shortcomings and to advance the objective of equitable and inclusive early childhood education in the nation.