This article explored factors hampering the effective use of strategies practitioners used in developing mathematics in pre-grade R children in selected Early Childhood Development centres of Oliver Reginald (OR) Tambo Inland District of education. The study adopted qualitative research method in which semi-structured interviews were used to collect the data. Six practitioners from two ECD centres of OR Tambo Inland District in Eastern Cape Province were interviewed. The findings of the study revealed that in the two ECD centres, both being located in rural districts, practitioners had no or minimal training on ECD. The lack of training led to various factors that caused the hindrance of the effectiveness of strategies in the development of mathematics. This knowledge gap rendered them unable to stimulate and develop mathematics to children properly. Hence, these practitioners used traditional ways of instructional practices. They also lacked the ability and skills to create healthy learning spaces for the development of children to their full potential. Poor infrastructure of the two centres was another hurdle. Furthermore, they were also unable to assist children in using a variety of learning styles due to a lack of understanding of the ECD curriculum. Additionally, as centres were not registered with the Department of Social Development, it was difficult for them to apply for funding to improve the quality of the ECD programmers.

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