Practitioners/Teachers 

International Journal of Educational Sciences 6(2):275-286 

Investments in Early Childhood Development (ECD) are one of the most effective ways in which to decrease social inequalities caused by adverse environments as such environments hamper the development of young children. These interventions could increase school attendance numbers and could increase the pass rates in primary and secondary schools. Formal education age is too late for a child to start education as the early ages form the basis of development and learning in later years. Consequently, there is a need to focus on early childhood care and development. This article presents a descriptive study of an Early Childhood Development intervention project that resulted in a wide range of learning and development opportunities for children in townships in the Vaal Triangle in South Africa. ECD practitioners and lecturers from the North-West University (NWU), Vaal Triangle Campus planned the intervention programme together. The outcomes of this intervention project were achieved. The components of the intervention programme were implemented as intended and what was delivered went according to the way in which it was planned. Reflection from ECD practitioners and lecturers indicates that this project has started to address the learning needs of practitioners and as a result, learners in these townships.