Transforming Early Childhood Education in Resource-Scarce Contexts synthesises insights from various case studies in Southern Africa to propose a practical, context-sensitive approach for improving early childhood education in resource-scarce settings through participatory research that harnesses overlooked human, social, and cultural assets. The book argues that sustainable quality cannot rely solely on financial inputs but must position practitioners, parents, and communities as co-researchers who collaboratively design solutions tailored to local realities. Contributors provide detailed examples of participatory research that demonstrates how stakeholder collaboration, indigenous knowledge, and play-based pedagogies can strengthen ECE systems. Key contributions include professional development through participatory action research, enabling practitioners to build confidence, resilience, and innovative teaching strategies, while highlighting the transformative potential of parental engagement and community partnerships in creating supportive networks. By shifting from deficit-based thinking to resource-oriented strategies, the framework offers a roadmap for disrupting cycles of inequality and poverty, with practical examples showing how participatory approaches foster agency, bridge policy-practice gaps, and promote holistic child development to achieve equitable, sustainable ECE through collective action and contextually grounded solutions. Although most chapters focus on research conducted in Africa, the knowledge produced is relevant for any context experiencing increasing marginalisation and impoverishment. Researchers, scholars, and early childhood educators around the world will find this an essential read.