Abstract
<jats:p>This chapter foregrounds the pedagogical value of parental involvement and indigenous game-based practices in fostering early language development within diverse and resource-constrained South African communities. Despite growing acknowledgement of culturally embedded forms of learning in language practices, mainstream pedagogical frameworks often overlook the everyday educational contributions of parents and Indigenous Knowledge Systems (IKS). Grounded in a Pedagogy-in-Participation approach, Vygotsky's Sociocultural Theory, and transformative pedagogy, the chapter explores how traditional activities such as kgati, storytelling, clapping games, and rhythmic play serve as rich literacy and cognitive developmental resources. Drawing on empirical data from six mothers' narratives, it repositions parents as co-educators and showcases how indigenous practices support vocabulary, narrative, and culture. The chapter advocates for contextually grounded, community-based approaches that honour children's full linguistic ecologies and promote equitable early language education.</jats:p>