The improved access to early childhood services led to children from different walks of life gaining access to different ECCE center throughout the country. Doors were opened even for those children with disabilities and barriers to learning, this was in line with the Constitution of South Africa (1996). It was also in line with Education White paper 6 (EWP6): Special Needs Education: Building an Inclusion Education and Training System (DoE, 2001), where the main focus is on affirming that no child, irrespective of disabilities or barriers to learning which they face, should be denied access to equal education. This study points out that teacher in the ECCE centres were confused by culturally responsive teaching and inclusive education practices. The confusion led to teachers believing that accepting children from all walks of life and treating them the same way, is culturally responsive teaching. Teachers never thought of including different cultural norms or practices informed by indigenous knowledge systems. Given this background, the paper documents the experiences of eight teachers in Polokwane two ECCE centres, who were chosen using purposive sampling. Data was analysed using thematic content analysis. Qualitative research design and Case study approach were used as modes of enquiry. Data were collected through observations, document analysis, and group focus interviews. Vygotsky Socio-Cultural Theory that promotes the construction of knowledge through a socio- cultural lens where both the child and the teacher actively co-construct knowledge is used to underpin this study. The findings reveal that teachers were under the impression that they were teaching in a culturally responsive manner, since all learners from different cultures, ethnic groups and different learning abilities were accommodate within one setting. Teachers never thought of children’s cultural heritage and how to manage issues related to diversity. This was not intentional; however, it was because ECCE teachers lack understanding and exposure of culturally responsive teaching, and there is no policy from the Department of Basic Education as well as in their respective ECCE centres to inform them.

Keywords: Early Childhood and Education (ECCE), Education White Paper 6, Culture, Culturally Responsive Teaching.