This study examines language and literacy practices in two Early Childhood Care and Education (ECCE) centres serving children aged 4–5 years in disadvantaged and squatter environments in East London, Eastern Cape Province, South Africa. Nash et al. (2025) highlight in their work Toward a Cultural Sustenance View of Reading that the absence of a reading culture is evident, as neither educators nor children actively engage in structured reading activities. Socio-cultural theories emphasize the meaningful and purposeful use of literacy in real-world contexts; however, this integration is lacking in these centres. This study underscores the urgent need for early literacy interventions that incorporate children’s home literacy experiences into formal learning structures. It argues that educators require professional development and access to adequate resources to foster emergent literacy effectively. Additionally, promoting structured peer-to-peer literacy interactions and cultivating a culture of reading are essential for enhancing literacy development in disadvantaged communities. A qualitative research approach was employed, utilizing an observation schedule to assess language and literacy practices. This was triangulated with interviews conducted with two ECCE practitioners, focusing on educator-child interactions, literacy activities, and the availability of reading resources. Data was analyzed using inductive and deductive thematic analysis. Findings suggest the need for culturally responsive literacy practices that bridge home and school learning experiences. Future research should explore strategies for integrating community literacy practices into ECCE settings to create inclusive and contextually relevant literacy experiences.

Keywords: Early Childhood Care and Education, Language and Literacy Development, Home Literacy Practices, Socio-cultural Theory, Emergent Literacy.