Learning Through Observation: A visit to ECD Centres in Hammarsdale

As an Emerging Evaluator and MEL (Monitoring, Evaluation, and Learning) Intern at the DO MORE FOUNDATION, I had the opportunity to visit several Early Childhood Development (ECD) Centres in Hammarsdale, Kwazulu-Natal. I was joined by third year students from the Durban University of Technology (DUT), from the Department of Consumer Sciences: Food & Nutrition. The purpose of the visit was to check and verify how the centres are doing and what programmes they are involved in.

We visited a range of ECD centres across the area, including both smaller home-based sites and larger, more formalised centres. These sites varied in terms of infrastructure, resourcing, and levels of support, offering a broad view of current conditions and practices across the local ECD landscape. We checked whether they are part of different programmes such as Eat Play Love Talk (ELPT), Repurpose for Purpose, Duplo block training, porridge feeding, and food gardens. We also asked if they receive any other training or are part of local ECD forums.

Summary of visit

• Number of centres visited: 11

• Number of DUT students: 33

• Number of DMF programmes per centres: Food Gardens: 2 centres DMF Porridges: 7 centres Duplo Play Boxes: 3 centres Repurpose 4 Purpose: 2 centres EAT LOVE PLAY TALK: 2 centres

• Average number of children per centre: 56

• Number registered: 8

• Number not registered: 3

• Number partially registered: N/A

Key Observations

We assessed each centre’s participation in various DMF programmes and found a range of engagement levels. Out of the centres visited, 7/11 are receiving DMF porridge, 3/11 are benefitting from Duplo Play Boxes, 2/11 are part of the EAT LOVE PLAY TALK initiative, 2/11 are engaged in food gardening, and 2/11 are implementing Repurpose for Purpose.

This participation reflects DMF’s integrated approach to supporting early childhood development through a combination of nutrition, responsive caregiving, early learning, and community-based play.

Additionally, we also assessed each centre's overall infrastructure and facility standards. This included checking for outdoor play areas, observing what the children were doing when we arrived, and noting the level of engagement between teachers and children. We also checked whether the centres were registered or unregistered, as registration often affects the quality of care and access to support.

The registration of ECD centres is a critical indicator of whether centres meet the minimum standards for safety, staffing and curriculum, which directly influences the consistency and quality of early childhood learning and development. Understanding their challenges and whether they receive help from other organisations or the government is essential for identifying gaps and planning more effective support.

Reflections from the Field

Since this was my first time visiting an ECD centre, it was a special and eye-opening experience. It was great to see how involved and happy the children were. I also saw the teachers' effort and care in their work, even with limited resources. We also saw how some centres' porridge feeding programmes work. It was interesting to see how the porridge is stored and managed, and how it supports the nutrition of young children. This kind of support helps the centres provide better care for the children. The above reflection highlights how nutrition support at ECD centres helps children grow, learn, and stay healthy. Additionally, this fits into DMF's TOC, especially nutrition as a foundation of early learning and development. When children are better nourished, they are better able to play, learn, and thrive independently.

During visits to multiple ECD centres, it was observed that kitchens are actively preparing and serving porridge, with 7/11 centres confirmed as DMF porridge beneficiaries and 1/11 centres a recipient of Sunbake. Most kitchens had dry, secure storage for supplies and at least one designated cook. Cleanliness levels were generally good, though a few centres showed signs of minor neglect in harder to reach areas.

Even though some kitchens had working fridges and used gas for cooking, some lacked proper gas safety measures or refrigeration. Nutrition and kitchen safety posters were largely absent, and menus were often informal or undocumented. Overall, while the kitchens are functioning well, improvements are needed in safety practices, equipment maintenance, hygiene education, and visual nutrition resources.

One centre that stood out to me was Luthando Day Care Centre. This centre was part of a Mandela Day initiative from the DMF, where the centre was painted as part of the project. Seeing the results of that past work in person was meaningful and showed how small efforts can make a big difference. This also reflects the goals of South Africa’s ECD Strategy 2030, which encourages a social compact between businesses, government, and communities to work together to improve early childhood development. It’s a good example of how corporates can support ECD through meaningful development driven projects.

Overall, the visit was a great learning experience. It helped me understand how the DO MORE Foundation’s work impacts the ground. It also showed me how important it is to support ECD centres, especially those that face challenges. I’m thankful I got to be part of this visit and to see the difference we’re making. The visit helped me better understand the ECD sector and how I can be more helpful in supporting it. Given a MEL perspective, the visit gave me valuable insights into how on-the-ground feedback and observations can help us better understand what’s working, improve our support, and strengthen how we measure impact.

Lastly, the visit to ECD centres is valuable for DUT students as it offers practical learning that complements their studies in food and nutrition. The visits help the students in real-world problems and challenges, develop community engagement skills and see the impact of nutrition and early childhood programmes firsthand. Additionally the visits also prepare students for future careers in various industries or sectors and inspire them through meaningful, hands-on experiences.

Written by: MEL Intern | Fanelesibonge Msimango