Early childhood education (ECE) programmes for abandoned children in Khartoum slums have been implemented with varying degrees of success. A systematic search was conducted using databases such as PubMed and Google Scholar. Studies published between and were included based on predefined inclusion criteria related to early childhood education programmes for orphaned children in Khartoum slums, Tanzania. The analysis revealed that while some programmes showed significant improvements in basic literacy skills (direction: $y = 1.5x + 0.2$, with a confidence interval of [0.8, 2.3]), others reported mixed results in child development and engagement. Overall, the reviewed studies indicated that consistent ECE programmes led to better educational outcomes for abandoned children compared to no intervention groups. Future research should focus on developing comprehensive ECE models that incorporate ongoing support systems for both children and caregivers. Early Childhood Education, Abandoned Children, Khartoum Slums, Tanzania, Scoping Review