After my first visit during orientation, I thought that I had a good sense of 
what I was getting myself into. A month ago I thought I had my year planned out. The crèche is situated in a township, and the children who attend are from the immediate neighborhood. There are few material resources (toys, books, art supplies, furniture, etc.) at the disposal of the staff and the learners. The entire school day takes place in the large, open fellowship hall of a church. I thought that I would be spending my time writing grants and working with the Department of Social Welfare to find more sustainable sources of funding for the crèche. Essentially, similar to what happens in so many development projects, I wanted to throw money at the “problem.”
At first it was difficult not to be overwhelmed by both the poverty that the children were born
into and the chaos often created by their sheer numbers. I kept thinking to myself, I don’t have a degree in early childhood education or development or public health; I’m not qualified to do this kind of work! I quickly discovered that my calling in life is not, in fact, to be a isiZulu-speaking preschool teacher. I spent my first few weeks doing crowd control and many renditions of the Hokey Pokey. The children discovered early on that I can be used as a human jungle gym, especially during piggyback rides. With as many as forty-five learners (in addition to the toddlers) and often only one teacher, the staff was thankful just to have another set of hands. I was constantly chasing after stray toddlers, wiping snotty noses, and tying, if not completely retrieving, shoes. In those first few weeks I learned the rhythms of breakfast, morning attendance, snack, play, story time, lunch, and nap time. Names started attaching themselves to faces. In my mind some sense of order began emerging from the chaos.
In the quite moments of the early morning while the students were arriving and in the early afternoon during naptime I asked, and continue to ask, a lot of questions. How is the crèche funded? (Funding comes from school fees and subsidies from the Department of Social Welfare, both of which are inconsistent sources of income.) What is the institutional relationship between the congregation, whose space is used, and the crèche? (There is none.) What are the crèche’s biggest needs? (The laundry list is quite long.) But I realized I was asking the wrong sort of questions. I focused almost exclusively on what the crèche did not have, when I needed be asking what resources did the crèche already have that could be used more creatively, efficiently, etc. Ironically YAGM introduced me to this method in orientation. It’s called an asset-based approach to development. There was a disconnect in my mind between knowing the theory and putting it into practice. I’m constantly revising my approach, asking myself how the work I am doing will best allow sustainable development to take place.
Instead of bemoaning my worse than embarrassing proficiency in isi-Zulu, I started looking for
ways to use my gifts to the crèche’s advantage. (Although it still amazes me how much one can communicate to a four-year-old whose mother tongue is different from one’s own.) Using my organizational skills I’ve started working through the student records and the financial books, both of which need attention. I’m working with the teachers and staff to write policy and procedure for a myriad of different situations and finding the most effective ways of communicating home to the parents. These projects are easily more than a year’s worth of work, but I am doing what I can with the time that I have been given. Like anything in life this work is in process, and it is one that I am blessed to be a part of.
what I was getting myself into. A month ago I thought I had my year planned out. The crèche is situated in a township, and the children who attend are from the immediate neighborhood. There are few material resources (toys, books, art supplies, furniture, etc.) at the disposal of the staff and the learners. The entire school day takes place in the large, open fellowship hall of a church. I thought that I would be spending my time writing grants and working with the Department of Social Welfare to find more sustainable sources of funding for the crèche. Essentially, similar to what happens in so many development projects, I wanted to throw money at the “problem.”At first it was difficult not to be overwhelmed by both the poverty that the children were born
into and the chaos often created by their sheer numbers. I kept thinking to myself, I don’t have a degree in early childhood education or development or public health; I’m not qualified to do this kind of work! I quickly discovered that my calling in life is not, in fact, to be a isiZulu-speaking preschool teacher. I spent my first few weeks doing crowd control and many renditions of the Hokey Pokey. The children discovered early on that I can be used as a human jungle gym, especially during piggyback rides. With as many as forty-five learners (in addition to the toddlers) and often only one teacher, the staff was thankful just to have another set of hands. I was constantly chasing after stray toddlers, wiping snotty noses, and tying, if not completely retrieving, shoes. In those first few weeks I learned the rhythms of breakfast, morning attendance, snack, play, story time, lunch, and nap time. Names started attaching themselves to faces. In my mind some sense of order began emerging from the chaos.
In the quite moments of the early morning while the students were arriving and in the early afternoon during naptime I asked, and continue to ask, a lot of questions. How is the crèche funded? (Funding comes from school fees and subsidies from the Department of Social Welfare, both of which are inconsistent sources of income.) What is the institutional relationship between the congregation, whose space is used, and the crèche? (There is none.) What are the crèche’s biggest needs? (The laundry list is quite long.) But I realized I was asking the wrong sort of questions. I focused almost exclusively on what the crèche did not have, when I needed be asking what resources did the crèche already have that could be used more creatively, efficiently, etc. Ironically YAGM introduced me to this method in orientation. It’s called an asset-based approach to development. There was a disconnect in my mind between knowing the theory and putting it into practice. I’m constantly revising my approach, asking myself how the work I am doing will best allow sustainable development to take place.Instead of bemoaning my worse than embarrassing proficiency in isi-Zulu, I started looking for
ways to use my gifts to the crèche’s advantage. (Although it still amazes me how much one can communicate to a four-year-old whose mother tongue is different from one’s own.) Using my organizational skills I’ve started working through the student records and the financial books, both of which need attention. I’m working with the teachers and staff to write policy and procedure for a myriad of different situations and finding the most effective ways of communicating home to the parents. These projects are easily more than a year’s worth of work, but I am doing what I can with the time that I have been given. Like anything in life this work is in process, and it is one that I am blessed to be a part of. 
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