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| Vol 13, No 1 (2023) |
Enhancing visual-motor integration and visual perception of 6-year-old children |
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Elna van der Merwe, Catelen Briedenhann, Bianka Reyneke |
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| Vol 13, No 1 (2023) |
What mathematics do Grade 7 learners take to high school in the context of the COVID-19 pandemic? |
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Craig Pournara, Lynn Bowie |
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| Vol 13, No 1 (2023) |
In word and deed: Embodying early literacy learning in gestures and postures |
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Caroline R. van der Mescht |
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| Vol 13, No 1 (2023) |
Integral education and Ubuntu: A participatory action research project in South Africa |
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Kanyakumarie Padayachee, Savathrie Maistry, Geoffrey T. Harris, Darren Lortan |
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| Vol 13, No 1 (2023) |
How character strengths of autistic learners aid primary school educators in the class: An exploratory study |
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Chantel Snyman, Chrizanne Van Eeden, Marita Heyns |
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| Vol 13, No 1 (2023) |
Grade 6 primary school learners’ views on minibus taxis and their drivers |
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Zetta van Eck, Johan Wassermann, Clinton D. van der Merwe |
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| Vol 13, No 1 (2023) |
Teachers’ perceptions on the need to use digital storytelling based on local wisdom to improve writing skills |
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Robiatul Munajah, Mohammad S. Sumantri, Yufiarti Yufiarti |
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| Vol 13, No 1 (2023) |
Exploring a contemporary picturebook with young readers in the foundation phase |
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Makeeda N. Phekani |
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| Vol 13, No 1 (2023) |
Predicting primary and middle-school students’ preferences for online learning with machine learning |
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V. Selvakumar, Tilak Pakki Venkata, Teja Pakki Venkata, Shubham Singh |
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| Vol 13, No 1 (2023) |
Using visual representations to enhance isiXhosa home language learners’ mathematical understanding |
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Tanja Coetzer, Candice Livingston, Elna Barnard |
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| Vol 13, No 1 (2023) |
‘Failing to progress’ or not being supported to make progress? Examining variability in reading |
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Belden Liswaniso |
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| Vol 13, No 1 (2023) |
Executive function and pre-academic skills in preschoolers from South Africa |
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Caylee J. Cook, Steven Howard, Gaia Scerif, Rhian Twine, Kathleen Kahn, Shane Norris, Catherine Draper |
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| Vol 13, No 1 (2023) |
Infusing 21st-century competencies into scripted foundation phase literacy lessons |
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Semoni Cancelliere, Sarita Ramsaroop, Nadine Petersen |
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| Vol 13, No 1 (2023) |
Student teachers’ preparedness to raise awareness about bullying among Grade R learners |
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Daphney Mawila, Lucia Munongi, Nancy M.P. Mabaso |
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| Vol 13, No 1 (2023) |
Early Childhood Care and Education in Botswana: Implications for access and quality |
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Lebogang J. Pillar, Shanil J. Haricharan |
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| Vol 13, No 1 (2023) |
Normal ranges for proprioceptive tasks in 6-year-old children in Mangaung |
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Carmen Bonafede, Elna Van der Merwe |
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| Vol 13, No 1 (2023) |
The potential burden experienced by South African caregivers of children with severe intellectual disability |
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Pauli Van der Mescht, Salome Geertsema, Mia le Roux, Marien A. Graham, Ensa Johnson |
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| Vol 13, No 1 (2023) |
Student teachers’ reflections on semiotics in Grade 3 isiXhosa literacy lessons |
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Pretty N. Magangxa, Deidre C. Geduld |
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| Vol 13, No 1 (2023) |
The McKinsey’s 7-S model framework for assessment of challenges faced by teachers of children with autism spectrum disorders in the Limpopo province, South Africa |
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Gsakani O. Sumbane, Tebogo M. Mothiba, Mantji J. Modula, Takalani E. Mutshatshi, Ledile E. Manamela |
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| Vol 13, No 1 (2023) |
South African professionals and developmental dyslexia: Knowledge, needs and perspective |
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Annika Altin, Salome Geertsema, Mia le Roux, Marien Graham |
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| Vol 13, No 1 (2023) |
Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics |
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Sattiavany Veerabudren, Alta Kritzinger, Marien A. Graham, Salomé Geertsema, Mia le Roux |
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| Vol 13, No 1 (2023) |
Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies |
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Rachel B. Mabasa-Manganyi |
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| Vol 13, No 1 (2023) |
Teacher awareness of psychosocial support available as per the Integrated School Health Policy in South Africa |
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Jace Pillay, Leila Patel, Rubina Setlhare-Kajee |
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| Vol 13, No 1 (2023) |
Supporting teachers to develop formative assessment knowledge and skills in no-fee schools |
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Jeanette K. Ramollo, Anil Kanjee |
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| Vol 13, No 1 (2023) |
Development and validation of a teacher awareness questionnaire about dyslexia |
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Franca O. Okechukwu, Philip C. Mefoh, Uju I. Nubia, Ezinne J. Nwauzoije, Chidiogo L. Umennuihe, Chibundo A. Nwobi, Kalu T. Ogba, Moses E. Chukweze, Joseph C. Aliche, Ezeda K. Ogbonnaya, Dorathy N. Okoli, Clara C. Onyekachi, Stephen Abang, Esther Epistle, Chioma Nnorodi, Chidera V. Obi |
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| Vol 13, No 1 (2023) |
A critical multimodal discourse analysis of drawings to ascertain identity and self-concept |
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Annaly M. Strauss, Priscilla S. Tolmen, Keshni Bipath |
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| Vol 13, No 1 (2023) |
Foundation Phase teachers’ knowledge on common visual problems affecting children |
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Boitumelo M.L. Ramantsi, Tuwani A. Rasengane, Thuthukile Jita |
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| Vol 12, No 1 (2022) |
Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools |
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Martin C. Ekeh, Sarita Ramsaroop |
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| Vol 12, No 1 (2022) |
The role of explicit teaching of reading comprehension strategies to an English as a second language learner |
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Andrea Elston, Chantyclaire Tiba, Janet Condy |
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| Vol 12, No 1 (2022) |
Teaching critical thinking and voice in history essays: A spiderweb tool |
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Sarah Godsell |
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| Vol 12, No 1 (2022) |
Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19 |
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Sven H. Glietenberg, Nadine Petersen, Andy Carolin |
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| Vol 12, No 1 (2022) |
Exploring South African preschool teachers’ roles and responsibilities with executive functions |
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Elsa Etokabeka, Judy van Heerden, Hannelie du Preez |
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| Vol 12, No 1 (2022) |
Adaptation to digital parenting in a pandemic: A case study of parents within higher education |
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Hardiyanti Pratiwi, Nor I. Hasanah, Sigit Purnama, Maulidya Ulfah, Aip Saripudin |
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| Vol 12, No 1 (2022) |
Challenges for Palestinian early childhood directors in a time of change |
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Somaya Sayma, Sami Adwan, Marit Boe, Karin Hognestad |
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| Vol 12, No 1 (2022) |
Nutrition knowledge competencies of intermediate and senior phase educators in Limpopo Province |
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Xikombiso G. Mbhenyane, Matlou M. Magoai, Ngoako S. Mabapa, Ayuk B. Tambe |
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| Vol 12, No 1 (2022) |
Investigating the prevalence and comorbidity of attention deficit hyperactivity disorder and developmental dyslexia in learners in a South African practice |
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Sandra Stark, Salomé Geertsema, Mia Le Roux, Elizabeth Bothma |
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| Vol 12, No 1 (2022) |
Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom |
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Phemelo C. Hellemann |
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| Vol 12, No 1 (2022) |
Teachers’ perceptions of ability grouping in the face of policy on inclusion: A case of Johannesburg metropolitan mainstream primary schools |
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Nilford Hove, Nareadi T. Phasha |
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| Vol 12, No 1 (2022) |
Early Childhood Care and Education teachers’ experiences of integrating the activities of the national curriculum framework into themes |
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Cynthia Z. Zama, Nontokozo Mashiya |
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| Vol 12, No 1 (2022) |
Teachers’ experiences of indigenous games in the early grades |
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Blanche N. Hadebe-Ndlovu |
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| Vol 12, No 1 (2022) |
Grandparents raising their grandchildren: Implications for the vulnerable children of Eswatini |
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Ncamsile D. Motsa, Pholoho J. Morojele |
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| Vol 12, No 1 (2022) |
Associations between early numeracy and mathematics-specific vocabulary |
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Hanrie S. Bezuidenhout |
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| Vol 12, No 1 (2022) |
Understanding inclusion in early childhood care and education: A participatory action learning and action research study |
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Ashnie Mahadew, Dipane J. Hlalele |
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| Vol 12, No 1 (2022) |
The link between learner performance in early reading literacy and what is happening in the Grade 1 classroom |
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Martha Khosa |
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| Vol 12, No 1 (2022) |
The language of instruction in mathematics teacher education for the early grades |
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Tulonga T. Shuukwanyama, Caroline Long, Absalom David Nkosi, Jeremiah Maseko |
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| Vol 12, No 1 (2022) |
Developmental dyslexia in selected South African schools: Parent perspectives on management |
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Salome Geertsema, Mia Le Roux, Chemoné van Niekerk, Louise Dyer, Melindie Booyse, Monja Bothma, Talitha Nel |
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| Vol 12, No 1 (2022) |
Contextual variations and pedagogy in the teaching of first additional languages in Grade 1: A multicase study |
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Jabulile Mzimela |
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| Vol 12, No 1 (2022) |
Children’s development of an understanding of number: A model for Grade R teachers |
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Lerato B. Ndabezitha |
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| Vol 12, No 1 (2022) |
Teachers’ experiences of using the screening, identification, assessment and support strategy to support learners who present with characteristics of dyslexia |
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Faith Karimupfumbi, Veronica M. Dwarika |
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| Vol 12, No 1 (2022) |
Teachers’ perceptions about collaboration as a strategy to address key concepts in mathematics |
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Simon A. Tachie |
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| 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? |
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Amiena Bayat, Siphe Madyibi |
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| 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 |
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Pam P. Zulu, Adebunmi Y. Aina, Keshni Bipath |
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| Vol 12, No 1 (2022) |
Preparing pre-service teachers to guide and support learning in South African schools |
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Dean van der Merwe |
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| Vol 12, No 1 (2022) |
Quality assurance processes of language assessment artefacts and the development of language teachers’ assessment competence |
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Matthews M. Makgamatha |
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| Vol 12, No 1 (2022) |
Community’s knowledge, attitude and practices towards inclusive home based early childhood education in Uganda: Lessons for scaling deep |
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Godfrey Ejuu, Victor Locoro, Miria Nandera, Martin Omoding, Lenard W. Mafabi, George W. Kutosi, Irene Kharono |
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| Vol 12, No 1 (2022) |
Classroom factors that contribute to emotional intelligence in the case of primary school learners |
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Sasha Erasmus, René van Eeden, Ilse Ferns |
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| Vol 12, No 1 (2022) |
Finding myself by involving children in self-study research methodology: A gentle reminder to live freely |
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Ntokozo S. Mkhize-Mthembu |
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| Vol 12, No 1 (2022) |
Pretend play in pre-schoolers: Need for structured and free play in pre-schools |
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Megha Mohan, Reenu Celshiya, Sudhin Karuppali, Jayashree S. Bhat, Malavika A. Anil |
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| Vol 12, No 1 (2022) |
Learning at home for Grade 1 learners in disadvantaged communities: Insights from the Sandbox@Home COVID-19-response intervention |
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Cathryn Moodley, Thato Seerane, Sarah Gravett |
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| Vol 12, No 1 (2022) |
Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheets |
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Rinelle Evans, Ailie Cleghorn |
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| Vol 12, No 1 (2022) |
Effect of the concept education programme on 48–60-month-old children’s visual-spatial perception mechanisms |
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Miray Ö. Danacı, Zeynep Çetin |
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| Vol 12, No 1 (2022) |
The construction of knowledge through visual perceptual training in visual arts |
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Willem A. Mostert |
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| Vol 12, No 1 (2022) |
Effectiveness of reception class teachers’ pedagogical approaches in delivering pre-primary curriculum – Evidence from practice |
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Michael Gaotlhobogwe, Shikha Trivedi, Joseph Kasozi, Tiroyaone Kebalepile |
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| Vol 12, No 1 (2022) |
The inclusiveness of mixed ability grouping in Johannesburg primary schools |
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Nilford Hove |
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| Vol 12, No 1 (2022) |
Cultural adaptation and Northern Sotho translation of the Modified Checklist for Autism in Toddlers |
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Carlien Vorster, Alta Kritzinger, Matemane Lekganyane, Elsabe Taljard, Jeannie van der Linde |
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| Vol 11, No 1 (2021) |
Teenage motherhood and child outcomes: Evidence from South Africa |
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Godfred Anakpo, Umakrishnan Kollamparambil |
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| Vol 11, No 1 (2021) |
Foundation phase teachers’ views of the involvement of male caregivers in young children’s education |
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Mzoli Mncanca, Sarita Ramsaroop, Nadine Petersen |
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| Vol 11, No 1 (2021) |
Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions |
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Jace Pillay |
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| 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 |
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Joseph Calvin Gagnon, Frederick J. Sylvester, Kathryn Marsh |
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| Vol 11, No 1 (2021) |
Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius |
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Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy, Salome Geertsema, Mia le Roux |
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| Vol 11, No 1 (2021) |
Self-reported mathematical problem-solving skills of future mathematics teachers |
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Kathleen Fonseca |
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| Vol 11, No 1 (2021) |
Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction |
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Nokwanda P. Mbusi, Kakoma Luneta |
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| Vol 11, No 1 (2021) |
School readiness and academic achievement of children with hearing impairment: A South African exploratory study |
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Ntsako P. Maluleke, Katijah Khoza-Shangase, Amisha Kanji |
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| Vol 11, No 1 (2021) |
Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills |
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Deborah A. Arasomwan, Nontokozo J. Mashiya |
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| Vol 11, No 1 (2021) |
Phonological awareness and learning to read in Afrikaans: The role of working memory |
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Marizel Scheepers, Salomé Geertsema, Mia le Roux, Marien Graham |
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| Vol 11, No 1 (2021) |
The effect of a modular art education programme on the personal-social development of preschool children |
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Zeynep Çetin |
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| Vol 11, No 1 (2021) |
Children’s time use and moderate-to-vigorous physical activity in early childhood education and care in Finland |
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Anna-Liisa Kyhälä, Jyrki Reunamo, Juha O. Valtonen |
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| Vol 11, No 1 (2021) |
Moving beyond the tools: Pre-service teachers’ views on what they value in a digital literacy short course |
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Sonja C. Strydom, Helena Wessels, Casey Anley |
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| Vol 11, No 1 (2021) |
Factors affecting parents’ choice of schools for Grade 1 learners |
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Roy Venketsamy, Denise Miller |
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| Vol 11, No 1 (2021) |
Test–retest reliability and concurrent validity of the South African Early Learning Outcomes Measure (ELOM) |
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Kate J. Anderson, Tiffany J. Henning, Jasmin R. Moonsamy, Megan Scott, Christopher du Plooy, Andrew R.L. Dawes |
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| Vol 11, No 1 (2021) |
Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools |
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Grace Chabalala, Parvathy Naidoo |
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| Vol 11, No 1 (2021) |
Realising that the out-of-school environment could influence the development of Foundation Phase learners’ literacy skills |
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Anna J. Hugo, Metse J. Masalesa |
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| Vol 11, No 1 (2021) |
The ability of teachers to identify Grade 1 learners in low socio-economic environments with possible developmental coordination disorder |
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Alretha du Plessis, Monique de Milander, Frederik F. Coetzee, Mariette Nel |
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| Vol 11, No 1 (2021) |
Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context |
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Marguerite de Jongh, Anna-Marie Wium |
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| Vol 11, No 1 (2021) |
Digital play for language development in the early grades |
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Leonie M. van der Westhuizen, Donna M. Hannaway |
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| Vol 11, No 1 (2021) |
Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice |
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Deborah A. Arasomwan, Nontokozo Mashiya |
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| Vol 11, No 1 (2021) |
Conceptual vocabulary in Grade 2 isiZulu-English and Grade 1 Afrikaans-English bilinguals |
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Heila L. Jordaan, Ashleigh van Zyl, Tracey O'Brien |
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| Vol 11, No 1 (2021) |
The dream of Sisyphus: Mathematics education in South Africa |
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Nick Taylor |
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| Vol 11, No 1 (2021) |
Storytelling: An alternative home delivery of English vocabulary for preschoolers during COVID-19’s lockdown in southern Thailand |
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Attawat Khamsuk, Wararat Whanchit |
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| 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 |
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Jayaluxmi Naidoo, Shamilla Hajaree |
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| Vol 11, No 1 (2021) |
Enriching the teaching of fractions through integrating mathematics and music |
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Tarryn S. Lovemore, Sally-Ann Robertson, Mellony Graven |
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| 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 |
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Corle Smith, Madoda Cekiso |
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| Vol 10, No 1 (2020) |
Recognising developmental coordination disorder in Foundation Phase classrooms |
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Nicola L. Winson, Jean V. Fourie |
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| Vol 10, No 1 (2020) |
Teachers’ engagement with learners in inclusive foundation phase classrooms |
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Vera A. Skae, Bruce J.L. Brown, Pamela D. Wilmot |
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| 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 |
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Vusiwana C. Babane |
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| Vol 10, No 1 (2020) |
Strengthening comprehensive sexuality education in the curriculum for the early grades |
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Thungavel Venketsamy, Jenny Kinear |
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| Vol 10, No 1 (2020) |
Conceptual and representational confusion: An analysis of three foundation phase teachers’ descriptions of how they teach division |
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Valerie Ramsingh |
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| Vol 10, No 1 (2020) |
Early childhood development teachers’ perceptions on the use of technology in teaching young children |
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Ayodele A. Ogegbo, Adebunmi Aina |
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| 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 |
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Dané Coetzee, Wilmarié du Plessis, Deidré van Staden |
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| Vol 10, No 1 (2020) |
The interface between early numeracy, language and learning environments: Pedagogical implications |
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Hanrie S. Bezuidenhout |
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