Play in Grade R classrooms: Diverse teacher perceptions and practices

Shelley Aronstam; Martin Braund

Crossref Citations

1. Imaginative play and reading development among Grade R learners in KwaZulu-Natal: An ethnographic case study
Mitasha Nehal, Peter N. Rule
South African Journal of Childhood Education vol: 8 issue: 1 year: 2018
doi: 10.4102/sajce.v8i1.518

African Online Scientific Information Systems (Pty) Ltd t/a AOSIS
Reg No: 2002/002017/07
International Tel: +27 21 975 2602
5 Hafele Street, Durbanville, Cape Town, 7550, South Africa
publishing(AT)aosis.co.za replace (AT) with @

All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
Website design & content: ©2024 AOSIS (Pty) Ltd. All rights reserved. No unauthorised duplication allowed.
By continuing to use this website, you agree to our Privacy Policy, Terms of Use and Security Policy.

________

Subscribe to our newsletter

Get specific, domain-collection newsletters detailing the latest CPD courses, scholarly research and call-for-papers in your field.

South African Journal of Childhood Education | ISSN: 2223-7674 (PRINT) | ISSN: 2223-7682 (ONLINE)