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| Issue |
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| Vol 14, No 1 (2024) |
‘We grow together.’ Parent participation in an early childhood care and education centre |
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Ailsa S. Connelly, Naseema Shaik, Agnes Chigona |
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| Vol 14, No 1 (2024) |
Educators’ perspective on parental involvement in homework at a rural primary school in Palala |
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Hlongolane A. Seleka, Charles S. Masoabi |
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| Vol 14, No 1 (2024) |
Does it matter if some learners read slowly? Exploring relationships between reading comprehension and oral reading fluency |
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Fungai Mutema, Elizabeth J. Pretorius |
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| Vol 14, No 1 (2024) |
Motor milestones and physical activity: A scoping review of ECD practitioners’ contributions |
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Vanessa Gibson, Elna van der Merwe, Brenda A. Coetzee |
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| Vol 14, No 1 (2024) |
10-year-olds reading for meaning? A study of Sesotho Grade 4 learners’ foundational reading skills |
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Maria K. Vaz |
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| Vol 14, No 1 (2024) |
Orthographic knowledge as a predictor of reading and spelling in isiXhosa third graders |
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Mikaela A. Daries, Tracy N. Bowles |
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| Vol 14, No 1 (2024) |
Optimising Malaysian childcare safety performance, in light of management, and babysitting practices |
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Aidanazima Abashah, Che Azlan Taib |
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| Vol 14, No 1 (2024) |
Preferred problem-solving methods employed by Grade 4 learners for measurement word problems |
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Rajendran Govender, Stanley A. Adendorff, Shabbeer Rawoot |
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| Vol 14, No 1 (2024) |
Assessing student teachers’ knowledge of English to inform curriculum design in initial teacher education |
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Nicky Roberts, Qetelo M. Moloi, Thelma Mort |
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| Vol 14, No 1 (2024) |
Efficacy of indigenous games on literacy and numeracy development in pre-schoolers in Zambia |
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Grant M. Mwinsa, Murunwa Dagada |
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| Vol 14, No 1 (2024) |
Authentic caring in online professional development for early childhood teachers in South Africa |
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Leonie van der Westhuizen, Donna Hannaway |
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| Vol 14, No 1 (2024) |
Support services for learners with learning disabilities in mainstream classrooms using capability theory |
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Nilford Hove, Nareadi T. Phasha |
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| Vol 14, No 1 (2024) |
New home for early childhood development in the DBE: implications for ECD practitioners? |
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Lesedi S. Matlala, Patrick Molokwane |
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| Vol 14, No 1 (2024) |
Leadership discourses in early childhood education during the COVID-19 pandemic in South Africa and Finland |
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Elina Fonsen, Vivian Ruohola, Matshediso R. Modise, Sharon T. Mampane, Nkidi C. Phatudi, Päivi Kupila, Tarja Liinamaa, Hana Awad Mohamed Elhassan |
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| Vol 14, No 1 (2024) |
Translanguaging as a strategy for navigating multilingualism in peri-urban preschool classrooms |
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Sibongile J. Mahan, Nkidi C. Phatudi, Matshediso R. Modise |
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| Vol 14, No 1 (2024) |
Disorder of attention, motor control and perception in Grade 1 boys and girls |
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Monique de Milander, Robert Schall, Mareli Willemse, Jason-Paul Buchholz, Stacey-Lauren Fredericks, Hebeth R. Jonck, Leandrei van den Bergh |
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| Vol 14, No 1 (2024) |
Creating indoor learning areas to implement the Early Childhood Care and Education Curriculum |
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Zanele Zama |
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| Vol 14, No 1 (2024) |
Bridging the theory-practice divide: Reflections of school-based student teachers |
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Sarita Ramsaroop, Matshidiso F. Mahase, Nadine Petersen |
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| Vol 14, No 1 (2024) |
Acculturation of religious values in early childhood: Central Sulawesi Educational Institutions |
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Muhammad Rizal Masdul, Hadi Pajarianto, Rajindra Rajindra, Jamaluddin Ahmad, Kuliawati Kuliawati, Rahmawati Rahmawati |
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| Vol 14, No 1 (2024) |
Protective factors that enhance teacher resilience in a private school in Johannesburg |
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Tenneson Boatsi, Martyn Van Der Merwe |
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| Vol 14, No 1 (2024) |
Removing barriers to registration for early childhood development centres |
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Matshidiso V. Sello, Nicole De Wet-Billings, Khuthala Mabetha, Lerato Makuapane |
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| Vol 14, No 1 (2024) |
Using online formative assessment tools in grade 6 social sciences during the COVID-19 pandemic |
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Marnelda De Beer, Geoffrey V. Lautenbach |
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| Vol 14, No 1 (2024) |
Managing challenging behaviours in Grade 3 learners post-COVID-19 |
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Melissa S. Van Rensburg, Janet L. Condy, Peter K.M. Nyewe |
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| Vol 14, No 1 (2024) |
Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners |
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Kaylianne Aploon-Zokufa |
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| Vol 14, No 1 (2024) |
Fostering creativity in kindergarten: The impact of collaborative project-based learning |
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Parwoto Parwoto, Sitti N. Ilyas, Muhammad Y. Bachtiar, Kartini Marzuki |
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| Vol 14, No 1 (2024) |
The challenge of incorporating new methods: The case of group guided reading in South Africa |
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Ntsikohlanga Anthony Kitsili, Sarah R. Murray |
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| Vol 14, No 1 (2024) |
South African COVID-19 school closures: Impact on children and families |
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Sadiyya Haffejee, Thandi M. Simelane, Anita Mwanda |
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| Vol 14, No 1 (2024) |
Mathematics in South Africa’s Intermediate Phase: Music integration for enhanced learning |
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Marna Hendriks, Sonja Cruywagen |
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| Vol 14, No 1 (2024) |
Positive effects of a 9-week programme on fundamental movement skills of rural school children |
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Mere Idamokoro, Anita E. Pienaar, Barry Gerber, Maria M. van Gent |
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| Vol 14, No 1 (2024) |
Elementary teachers’ perspective on Nearpod in flipped classrooms |
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Elfia Sukma, Syahrul Ramadhan, Inti Ikhlasani |
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| Vol 14, No 1 (2024) |
Global proficiency framework: Analysis of national and Colleges of Education curricula in Ghana |
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Marlene Amusuglo, Antonín Jančařík |
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| Vol 14, No 1 (2024) |
No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape |
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Kelly A. Long, Tracy N. Bowles |
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| Vol 14, No 1 (2024) |
Enhancing the well-being of early childhood education practitioners working in resource-constrained contexts |
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Lesley Wood, Stef Esterhuizen |
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| Vol 14, No 1 (2024) |
Early childhood development educators’ perceptions of learners’ readiness for Grade R |
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Ngami P. Pewa, Jabulile Mzimela |
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| Vol 14, No 1 (2024) |
Implementing play pedagogies within rural early childhood development centres: Practitioners’ views |
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Mmakgabo A. Selepe, Mahudi M. Mofokeng, Blanche N. Hadebe-Ndlovu |
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| Vol 14, No 1 (2024) |
Supporting good outcomes for early childhood home-visiting programmes: Guidelines for practice |
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Kim Schmidt, Pius T. Tanga |
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| Vol 14, No 1 (2024) |
The effectiveness of Grade 3 teachers’ implementation of poetry through play pedagogies |
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Charity Z. Fynn, Blanche Ndlovu |
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| Vol 14, No 1 (2024) |
Educators’ experiences of teaching learners with hearing loss in inclusive classrooms |
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Hella M.T.E. Moustache, Musa Makhoba |
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| Vol 14, No 1 (2024) |
Academic language proficiency of student teachers in a Namibian University |
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Frieda N. Shingenge |
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| Vol 14, No 1 (2024) |
Hidden traumas of coloniality of a South African child who received an academic scholarship |
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Marcina Singh |
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| Vol 14, No 1 (2024) |
A comparative study of learning outcomes for hearing-impaired foundation phase learners |
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Aisha Casoojee, Katijah Khoza-Shangase, Amisha Kanji |
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| Vol 14, No 1 (2024) |
Learning activities used for reading literacy instruction in selected Namibian primary schools |
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Naftal Gabriel, Nhlanhla Mpofu |
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| Vol 14, No 1 (2024) |
Digital learning in childhood: Possibilities for pedagogical transformation in South Africa |
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Donna Hannaway |
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| Vol 14, No 1 (2024) |
The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers |
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Mamontsuoe J.L. Maraisane, Loyiso C. Jita, Thuthukile Jita |
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| Vol 14, No 1 (2024) |
Guided play as a pedagogical tool for the early grades |
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Lerato B. Ndabezitha, Sarah Gravett |
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| Vol 14, No 1 (2024) |
Physical Education delivery in the intermediate schooling phase in South African public schools |
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Clinton D. Swanepoel, Charl J. Roux |
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| Vol 14, No 1 (2024) |
Early childhood practitioners’ awareness of gross motor milestone acquisition and movement guidelines |
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Vanessa Gibson, Elna van der Merwe, Brenda A. Coetzee |
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| Vol 14, No 1 (2024) |
From word recognition skills to reading for the meaning of a science text |
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Kelsi J. Arends, Kathleen Fonseca |
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| Vol 14, No 1 (2024) |
Managing self-regulatory behaviour in young autistic children in the Western Cape, South Africa |
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Sunkiree Veerasamy |
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| Vol 13, No 1 (2023) |
Parental involvement in the case of primary school children with autism during COVID-19 |
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Mareli Janse van Rensburg, Mary G. Clasquin-Johnson |
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| Vol 13, No 1 (2023) |
Investigating critical citizenship education within primary school art curriculum |
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Monique Putter, Elmarie Costandius |
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| Vol 13, No 1 (2023) |
South African teachers work with division actions in Grade 3 |
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Corin D. Mathews |
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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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