Fostering Inclusivity and Holistic Development Among Marginalised Early Childhood Development Learners in Zimbabwe Through Digital Literacy

This chapter explores the role of digital literacy in fostering inclusivity and supporting holistic development among marginalised Early Childhood Development learners in Zimbabwe, with a specific focus on language acquisition. In an era where digital technologies are increasingly integral to education, this study examines how digital tools can enhance language development, promote cognitive growth, and bridge the gap between formal and informal learning environments for children in underserved communities. Guided by Vygotsky's sociocultural theory of learning, the chapter argues that digital tools can offer interactive, multimodal, and culturally relevant learning experiences that support language acquisition in the early years. The main implication of this study is that, for digital literacy to effectively support language development among marginalised learners in Zimbabwe, there must be a concerted effort to address the digital divide ensuring that digital literacy becomes both a tool for inclusion and a catalyst for holistic development.