Section Details


Original Research

 
Issue Title
 
Vol 12, No 1 (2022) The home environment and parental involvement of preschoolers in Philippi, a low-income area: Do they hinder or support early learning? Abstract   HTML   EPUB   XML   PDF
Amiena Bayat, Siphe Madyibi
 
Vol 12, No 1 (2022) Education and training experiences of early childhood care and education practitioners in rural and urban settings of Durban, South Africa Abstract   HTML   EPUB   XML   PDF
Pam P. Zulu, Adebunmi Y. Aina, Keshni Bipath
 
Vol 12, No 1 (2022) Preparing pre-service teachers to guide and support learning in South African schools Abstract   HTML   EPUB   XML   PDF
Dean van der Merwe
 
Vol 12, No 1 (2022) Quality assurance processes of language assessment artefacts and the development of language teachers’ assessment competence Abstract   HTML   EPUB   XML   PDF
Matthews M. Makgamatha
 
Vol 12, No 1 (2022) Community’s knowledge, attitude and practices towards inclusive home based early childhood education in Uganda: Lessons for scaling deep Abstract   HTML   EPUB   XML   PDF
Godfrey Ejuu, Victor Locoro, Miria Nandera, Martin Omoding, Lenard W. Mafabi, George W. Kutosi, Irene Kharono
 
Vol 12, No 1 (2022) Classroom factors that contribute to emotional intelligence in the case of primary school learners Abstract   HTML   EPUB   XML   PDF
Sasha Erasmus, René van Eeden, Ilse Ferns
 
Vol 12, No 1 (2022) Finding myself by involving children in self-study research methodology: A gentle reminder to live freely Abstract   HTML   EPUB   XML   PDF
Ntokozo S. Mkhize-Mthembu
 
Vol 12, No 1 (2022) Pretend play in pre-schoolers: Need for structured and free play in pre-schools Abstract   HTML   EPUB   XML   PDF
Megha Mohan, Reenu Celshiya, Sudhin Karuppali, Jayashree S. Bhat, Malavika A. Anil
 
Vol 12, No 1 (2022) Learning at home for Grade 1 learners in disadvantaged communities: Insights from the Sandbox@Home COVID-19-response intervention Abstract   HTML   EPUB   XML   PDF
Cathryn Moodley, Thato Seerane, Sarah Gravett
 
Vol 12, No 1 (2022) Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheets Abstract   HTML   EPUB   XML   PDF
Rinelle Evans, Ailie Cleghorn
 
Vol 12, No 1 (2022) Effect of the concept education programme on 48–60-month-old children’s visual-spatial perception mechanisms Abstract   HTML   EPUB   XML   PDF
Miray Ö. Danacı, Zeynep Çetin
 
Vol 12, No 1 (2022) The construction of knowledge through visual perceptual training in visual arts Abstract   HTML   EPUB   XML   PDF
Willem A. Mostert
 
Vol 12, No 1 (2022) Effectiveness of reception class teachers’ pedagogical approaches in delivering pre-primary curriculum – Evidence from practice Abstract   HTML   EPUB   XML   PDF
Michael Gaotlhobogwe, Shikha Trivedi, Joseph Kasozi, Tiroyaone Kebalepile
 
Vol 12, No 1 (2022) The inclusiveness of mixed ability grouping in Johannesburg primary schools Abstract   HTML   EPUB   XML   PDF
Nilford Hove
 
Vol 12, No 1 (2022) Cultural adaptation and Northern Sotho translation of the Modified Checklist for Autism in Toddlers Abstract   HTML   EPUB   XML   PDF
Carlien Vorster, Alta Kritzinger, Matemane Lekganyane, Elsabe Taljard, Jeannie van der Linde
 
Vol 11, No 1 (2021) Teenage motherhood and child outcomes: Evidence from South Africa Abstract   HTML   EPUB   XML   PDF
Godfred Anakpo, Umakrishnan Kollamparambil
 
Vol 11, No 1 (2021) Foundation phase teachers’ views of the involvement of male caregivers in young children’s education Abstract   HTML   EPUB   XML   PDF
Mzoli Mncanca, Sarita Ramsaroop, Nadine Petersen
 
Vol 11, No 1 (2021) Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions Abstract   HTML   EPUB   XML   PDF
Jace Pillay
 
Vol 11, No 1 (2021) Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School Abstract   HTML   EPUB   XML   PDF
Joseph Calvin Gagnon, Frederick J. Sylvester, Kathryn Marsh
 
Vol 11, No 1 (2021) Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius Abstract   HTML   EPUB   XML   PDF
Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy, Salome Geertsema, Mia le Roux
 
Vol 11, No 1 (2021) Self-reported mathematical problem-solving skills of future mathematics teachers Abstract   HTML   EPUB   XML   PDF
Kathleen Fonseca
 
Vol 11, No 1 (2021) Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction Abstract   HTML   EPUB   XML   PDF
Nokwanda P. Mbusi, Kakoma Luneta
 
Vol 11, No 1 (2021) School readiness and academic achievement of children with hearing impairment: A South African exploratory study Abstract   HTML   EPUB   XML   PDF
Ntsako P. Maluleke, Katijah Khoza-Shangase, Amisha Kanji
 
Vol 11, No 1 (2021) Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills Abstract   HTML   EPUB   XML   PDF
Deborah A. Arasomwan, Nontokozo J. Mashiya
 
Vol 11, No 1 (2021) Phonological awareness and learning to read in Afrikaans: The role of working memory Abstract   HTML   EPUB   XML   PDF
Marizel Scheepers, Salomé Geertsema, Mia le Roux, Marien Graham
 
Vol 11, No 1 (2021) The effect of a modular art education programme on the personal-social development of preschool children Abstract   HTML   EPUB   XML   PDF
Zeynep Çetin
 
Vol 11, No 1 (2021) Children’s time use and moderate-to-vigorous physical activity in early childhood education and care in Finland Abstract   HTML   EPUB   XML   PDF
Anna-Liisa Kyhälä, Jyrki Reunamo, Juha O. Valtonen
 
Vol 11, No 1 (2021) Moving beyond the tools: Pre-service teachers’ views on what they value in a digital literacy short course Abstract   HTML   EPUB   XML   PDF
Sonja C. Strydom, Helena Wessels, Casey Anley
 
Vol 11, No 1 (2021) Factors affecting parents’ choice of schools for Grade 1 learners Abstract   HTML   EPUB   XML   PDF
Roy Venketsamy, Denise Miller
 
Vol 11, No 1 (2021) Test–retest reliability and concurrent validity of the South African Early Learning Outcomes Measure (ELOM) Abstract   HTML   EPUB   XML   PDF
Kate J. Anderson, Tiffany J. Henning, Jasmin R. Moonsamy, Megan Scott, Christopher du Plooy, Andrew R.L. Dawes
 
Vol 11, No 1 (2021) Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools Abstract   HTML   EPUB   XML   PDF
Grace Chabalala, Parvathy Naidoo
 
Vol 11, No 1 (2021) Realising that the out-of-school environment could influence the development of Foundation Phase learners’ literacy skills Abstract   HTML   EPUB   XML   PDF
Anna J. Hugo, Metse J. Masalesa
 
Vol 11, No 1 (2021) The ability of teachers to identify Grade 1 learners in low socio-economic environments with possible developmental coordination disorder Abstract   HTML   EPUB   XML   PDF
Alretha du Plessis, Monique de Milander, Frederik F. Coetzee, Mariette Nel
 
Vol 11, No 1 (2021) Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context Abstract   HTML   EPUB   XML   PDF
Marguerite de Jongh, Anna-Marie Wium
 
Vol 11, No 1 (2021) Digital play for language development in the early grades Abstract   HTML   EPUB   XML   PDF
Leonie M. van der Westhuizen, Donna M. Hannaway
 
Vol 11, No 1 (2021) Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice Abstract   HTML   EPUB   XML   PDF
Deborah A. Arasomwan, Nontokozo Mashiya
 
Vol 11, No 1 (2021) Conceptual vocabulary in Grade 2 isiZulu-English and Grade 1 Afrikaans-English bilinguals Abstract   HTML   EPUB   XML   PDF
Heila L. Jordaan, Ashleigh van Zyl, Tracey O'Brien
 
Vol 11, No 1 (2021) The dream of Sisyphus: Mathematics education in South Africa Abstract   HTML   EPUB   XML   PDF
Nick Taylor
 
Vol 11, No 1 (2021) Storytelling: An alternative home delivery of English vocabulary for preschoolers during COVID-19’s lockdown in southern Thailand Abstract   HTML   EPUB   XML   PDF
Attawat Khamsuk, Wararat Whanchit
 
Vol 11, No 1 (2021) Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics Abstract   HTML   EPUB   XML   PDF
Jayaluxmi Naidoo, Shamilla Hajaree
 
Vol 11, No 1 (2021) Enriching the teaching of fractions through integrating mathematics and music Abstract   HTML   EPUB   XML   PDF
Tarryn S. Lovemore, Sally-Ann Robertson, Mellony Graven
 
Vol 10, No 1 (2020) Teachers’ understanding and use of visual tools in their numeracy classrooms: A case study of two primary schools in Gauteng Abstract   HTML   EPUB   XML   PDF
Corle Smith, Madoda Cekiso
 
Vol 10, No 1 (2020) Recognising developmental coordination disorder in Foundation Phase classrooms Abstract   HTML   EPUB   XML   PDF
Nicola L. Winson, Jean V. Fourie
 
Vol 10, No 1 (2020) Teachers’ engagement with learners in inclusive foundation phase classrooms Abstract   HTML   EPUB   XML   PDF
Vera A. Skae, Bruce J.L. Brown, Pamela D. Wilmot
 
Vol 10, No 1 (2020) How language challenges affect the behaviour of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa Abstract   HTML   EPUB   XML   PDF
Vusiwana C. Babane
 
Vol 10, No 1 (2020) Strengthening comprehensive sexuality education in the curriculum for the early grades Abstract   HTML   EPUB   XML   PDF
Thungavel Venketsamy, Jenny Kinear
 
Vol 10, No 1 (2020) Conceptual and representational confusion: An analysis of three foundation phase teachers’ descriptions of how they teach division Abstract   HTML   EPUB   XML   PDF
Valerie Ramsingh
 
Vol 10, No 1 (2020) Early childhood development teachers’ perceptions on the use of technology in teaching young children Abstract   HTML   EPUB   XML   PDF
Ayodele A. Ogegbo, Adebunmi Aina
 
Vol 10, No 1 (2020) Longitudinal effects of stunting and wasting on academic performance of primary school boys: The North-West Child-Health-Integrated-Learning and Development study Abstract   HTML   EPUB   XML   PDF
Dané Coetzee, Wilmarié du Plessis, Deidré van Staden
 
Vol 10, No 1 (2020) The interface between early numeracy, language and learning environments: Pedagogical implications Abstract   HTML   EPUB   XML   PDF
Hanrie S. Bezuidenhout
 
Vol 10, No 1 (2020) Weak central coherence is a syndrome of autism spectrum disorder during teacher–learner task instructions Abstract   HTML   EPUB   XML   PDF
Petronella S. de Jager, Janet Condy
 
Vol 10, No 1 (2020) Teachers’ experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers Abstract   HTML   EPUB   XML   PDF
Veronica Dwarika, Simone Braude
 
Vol 10, No 1 (2020) Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools Abstract   HTML   EPUB   XML   PDF
Tamara H. Jaye, Cecil Levy, Jacob Majakwara, Sheri Hanson
 
Vol 10, No 1 (2020) Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden Abstract   HTML   EPUB   XML   PDF
Kabita Bose, Kerstin Bäckman
 
Vol 10, No 1 (2020) Counting the cost: COVID-19 school closures in South Africa and its impact on children Abstract   HTML   EPUB   XML   PDF
Nic Spaull, Servaas van der Berg
 
Vol 10, No 1 (2020) English as an additional language: Professional development needs of early childhood practitioners in historically disadvantaged contexts Abstract   HTML   EPUB   XML   PDF
Carmen Milton, Sandra du Plessis, Hendry van der Heever
 
Vol 10, No 1 (2020) A study of pedagogical leadership plans in early childhood education settings in Finland. Abstract   HTML   EPUB   XML   PDF
Johanna E. Heikka, Sanni K. Kahila, Katja K. Suhonen
 
Vol 10, No 1 (2020) Preservice teachers’ perception of longitudinal child development field coursework at a university-affiliated teaching school Abstract   HTML   EPUB   XML   PDF
Larra Ragpot
 
Vol 10, No 1 (2020) An alternative term to make comprehensive sexuality education more acceptable in childhood Abstract   HTML   EPUB   XML   PDF
Raisa Cacciatore, Susanne Ingman-Friberg, Dan Apter, Nina Sajaniemi, Riittakerttu Kaltiala
 
Vol 10, No 1 (2020) Physical education and health as a child’s right: Reflections on the Soweto Active Schools programme Abstract   HTML   EPUB   XML   PDF
Cora Burnett-Louw
 
Vol 10, No 1 (2020) Prevalence of possible developmental coordination disorder among Grade 1 learners in low socio-economic environments in Mangaung, South Africa Abstract   HTML   EPUB   XML   PDF
Alretha Margaretha du Plessis, Monique de Milander, Frederick Francois Coetzee, Mariette Nel
 
Vol 10, No 1 (2020) Relationship between academic achievement, visual-motor integration, gender and socio-economic status: North-West Child Health Integrated with Learning and Development study Abstract   HTML   EPUB   XML   PDF
Dané Coetzee, Anita E. Pienaar, Yolanda van Wyk
 
Vol 10, No 1 (2020) Perspectives of teachers on causes of children’s maladaptive behaviour in the upper primary school level: A case of Hhohho Region, Eswatini Abstract   HTML   EPUB   XML   PDF
Racheal Mafumbate, Nompendulo Mkhatjwa
 
Vol 10, No 1 (2020) Grade R teachers’ understanding of reflective practice Abstract   HTML   EPUB   XML   PDF
Ailsa S. Connelly, Naseema Shaik, Cina Mosito
 
Vol 10, No 1 (2020) Student teachers’ views of their experiences in a Bachelor’s programme Abstract   HTML   EPUB   XML   PDF
Sene van Heerden, Yusuf Sayed, Zahraa McDonald
 
Vol 10, No 1 (2020) The delivery of primary school physical education in South African public schools: The perceptions of educators Abstract   HTML   EPUB   XML   PDF
Kobus C.J. Roux
 
Vol 10, No 1 (2020) Parental involvement and learners’ performance in rural basic schools of Zambia Abstract   HTML   EPUB   XML   PDF
Never H. Simweleba, Robert Serpell
 
Vol 10, No 1 (2020) An exploration of in-service teachers’ understanding of teaching mathematics in Grade R classrooms: A case study of Grade R in Lesotho University of KwaZulu-Natal, South Africa Abstract   HTML   EPUB   XML   PDF
Mamasiphole Setoromo, Blanche Hadebe-Ndlovu
 
Vol 10, No 1 (2020) The triple cocktail programme to improve the teaching of reading: Types of engagement Abstract   HTML   EPUB   XML   PDF
Geeta B. Motilal, Brahm Fleisch
 
Vol 10, No 1 (2020) Constructivism-led assistive technology: An experiment at a Namibian special primary school Abstract   HTML   EPUB   XML   PDF
Loide K.S. Abiatal, Grant R. Howard
 
Vol 10, No 1 (2020) Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school Abstract   HTML   EPUB   XML   PDF
Caroline Fitzpatrick, Isabelle Archambault, Tracie Barnett, Linda Pagani
 
Vol 10, No 1 (2020) Exploring primary school teachers’ use of formative assessment across fee and no-fee schools Abstract   HTML   EPUB   XML   PDF
Anil Kanjee
 
Vol 10, No 1 (2020) Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children Abstract   HTML   EPUB   XML   PDF
Nagisa Nakawa
 
Vol 10, No 1 (2020) Overcrowded classrooms – The Achilles heel of South African education? Abstract   HTML   EPUB   XML   PDF
Joyce West, Corinne Meier
 
Vol 10, No 1 (2020) A mathematics teacher’s response to a dilemma: ‘I’m supposed to teach them in English but they don’t understand’ Abstract   HTML   EPUB   XML   PDF
Sally-Ann Robertson, Mellony Graven
 
Vol 10, No 1 (2020) Using a phone-based learning tool as an instructional resource for initial literacy learning in rural African families Abstract   HTML   EPUB   XML   PDF
Jacob C. Nshimbi, Robert Serpell, Jari Westerholm
 
Vol 10, No 1 (2020) Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving Abstract   HTML   EPUB   XML   PDF
Gina Steyn, Stanley A. Adendorff
 
Vol 10, No 1 (2020) Investigating the comprehension iceberg: Developing empirical benchmarks for early-grade reading in agglutinating African languages Abstract   HTML   EPUB   XML   PDF
Nicholas Spaull, Elizabeth Pretorius, Nompumelelo Mohohlwane
 
Vol 10, No 1 (2020) Noise, screaming and shouting: Classroom acoustics and teachers’ perceptions of their voice in a developing country Abstract   HTML   EPUB   XML   PDF
Dhanashree Pillay, Bianca L. Vieira
 
Vol 10, No 1 (2020) Pre-service teachers’ perception of values education in the South African physical education curriculum Abstract   HTML   EPUB   XML   PDF
Charl J. Roux, Nazreen Dasoo
 
Vol 9, No 1 (2019) Auditory skills and listening comprehension in English second language learners in Grade 1 Abstract   HTML   EPUB   XML   PDF
Kate-Lyn Anderssen, Alta Kritzinger, Lidia Pottas
 
Vol 9, No 1 (2019) The manifestations of the practice of within-class homogeneous ability grouping Abstract   HTML   EPUB   XML   PDF
Lucinda L. Du Plooy
 
Vol 9, No 1 (2019) Foundation Phase teachers’ experiences with instruction in the mother tongue in the Eastern Cape Abstract   HTML   EPUB   XML   PDF
Madoda Cekiso, Thenjiwe Meyiwa, Mashudu Mashige
 
Vol 9, No 1 (2019) Contradictions within an activity of second language reading literacy Abstract   HTML   EPUB   XML   PDF
Sonja Brink, Carisma Nel
 
Vol 9, No 1 (2019) Teaching science in the foundation phase: Where are the gaps and how are they accounted for? Abstract   HTML   EPUB   XML   PDF
Angela A. James, Saritha Beni, Michele Stears
 
Vol 9, No 1 (2019) Contextualising school readiness in South Africa: Stakeholders’ perspectives Abstract   HTML   EPUB   XML   PDF
Erica Munnik, Mario Smith
 
Vol 9, No 1 (2019) The practice of partnerships: A case study of the Disabled Children’s Action Group, South Africa Abstract   HTML   EPUB   XML   PDF
Susan C. Philpott, Nithi Muthukrishna
 
Vol 9, No 1 (2019) Formative assessment as ‘formative pedagogy’ in Grade 3 mathematics Abstract   HTML   EPUB   XML   PDF
Poomoney Govender
 
Vol 9, No 1 (2019) Data practices and inequality in South African early childhood development policy: Technocratic management versus social transformation Abstract   HTML   EPUB   XML   PDF
Norma Rudolph, Zsuzsanna Millei, Maarit Alasuutari
 
Vol 9, No 1 (2019) Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies Abstract   HTML   EPUB   XML   PDF
Piia M. Björn, Aino Äikäs, Airi Hakkarainen, Minna Kyttälä, Lynn S. Fuchs
 
Vol 9, No 1 (2019) Positive behaviour support in South African Foundation Phase classrooms: Teacher reflections Abstract   HTML   EPUB   XML   PDF
Veronica M. Dwarika
 
Vol 9, No 1 (2019) The experiences of early childhood development home visitors in the Eastern Cape province of South Africa Abstract   HTML   EPUB   XML   PDF
Lenette Azzi-Lessing, Kim Schmidt
 
Vol 9, No 1 (2019) Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education Abstract   HTML   EPUB   XML   PDF
Ramashego S.S. Mphahlele
 
Vol 9, No 1 (2019) Providing remedial support to primary school learners within their zone of proximal development Abstract   HTML   EPUB   XML   PDF
Simon G. Taukeni
 
Vol 9, No 1 (2019) Profiles of public and private autism-specific schools in Gauteng Abstract   HTML   EPUB   XML   PDF
Sumari Erasmus, Alta Kritzinger, Jeannie van der Linde
 
Vol 9, No 1 (2019) Children’s self-regulation and coping strategies in a frustrated context in early education Abstract   HTML   EPUB   XML   PDF
Jouni Veijalainen, Jyrki Reunamo, Nina Sajaniemi, Eira Suhonen
 
Vol 9, No 1 (2019) Evaluating a grief programme offered in primary schools: An Appreciative Inquiry Abstract   HTML   EPUB   XML   PDF
Jacqueline Horn, Sumeshni Govender
 
Vol 9, No 1 (2019) Accountability of school stakeholders in ensuring orphaned children’s school attendance Abstract   HTML   EPUB   XML   PDF
Teresa A. Ogina, Norman M. Ramare
 
Vol 9, No 1 (2019) Effects of a 6 Brick Duplo Block guided play intervention on pre-literate learners’ visual perception Abstract   HTML   EPUB   XML   PDF
Sarah Jemutai, Paul Webb
 
Vol 9, No 1 (2019) Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy Abstract   HTML   EPUB   XML   PDF
Leslie F. Meiring
 
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