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| Issue |
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| Vol 10, No 1 (2020) |
Using a phone-based learning tool as an instructional resource for initial literacy learning in rural African families |
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Jacob C. Nshimbi, Robert Serpell, Jari Westerholm |
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| Vol 10, No 1 (2020) |
Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving |
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Gina Steyn, Stanley A. Adendorff |
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| Vol 10, No 1 (2020) |
Investigating the comprehension iceberg: Developing empirical benchmarks for early-grade reading in agglutinating African languages |
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Nicholas Spaull, Elizabeth Pretorius, Nompumelelo Mohohlwane |
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| Vol 10, No 1 (2020) |
Noise, screaming and shouting: Classroom acoustics and teachers’ perceptions of their voice in a developing country |
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Dhanashree Pillay, Bianca L. Vieira |
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| Vol 10, No 1 (2020) |
Pre-service teachers’ perception of values education in the South African physical education curriculum |
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Charl J. Roux, Nazreen Dasoo |
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| Vol 9, No 1 (2019) |
Auditory skills and listening comprehension in English second language learners in Grade 1 |
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Kate-Lyn Anderssen, Alta Kritzinger, Lidia Pottas |
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| Vol 9, No 1 (2019) |
The manifestations of the practice of within-class homogeneous ability grouping |
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Lucinda L. Du Plooy |
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| Vol 9, No 1 (2019) |
Foundation Phase teachers’ experiences with instruction in the mother tongue in the Eastern Cape |
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Madoda Cekiso, Thenjiwe Meyiwa, Mashudu Mashige |
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| Vol 9, No 1 (2019) |
Contradictions within an activity of second language reading literacy |
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Sonja Brink, Carisma Nel |
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| Vol 9, No 1 (2019) |
Teaching science in the foundation phase: Where are the gaps and how are they accounted for? |
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Angela A. James, Saritha Beni, Michele Stears |
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| Vol 9, No 1 (2019) |
Contextualising school readiness in South Africa: Stakeholders’ perspectives |
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Erica Munnik, Mario Smith |
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| Vol 9, No 1 (2019) |
The practice of partnerships: A case study of the Disabled Children’s Action Group, South Africa |
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Susan C. Philpott, Nithi Muthukrishna |
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| Vol 9, No 1 (2019) |
Formative assessment as ‘formative pedagogy’ in Grade 3 mathematics |
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Poomoney Govender |
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| Vol 9, No 1 (2019) |
Data practices and inequality in South African early childhood development policy: Technocratic management versus social transformation |
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Norma Rudolph, Zsuzsanna Millei, Maarit Alasuutari |
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| Vol 9, No 1 (2019) |
Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies |
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Piia M. Björn, Aino Äikäs, Airi Hakkarainen, Minna Kyttälä, Lynn S. Fuchs |
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| Vol 9, No 1 (2019) |
Positive behaviour support in South African Foundation Phase classrooms: Teacher reflections |
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Veronica M. Dwarika |
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| Vol 9, No 1 (2019) |
The experiences of early childhood development home visitors in the Eastern Cape province of South Africa |
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Lenette Azzi-Lessing, Kim Schmidt |
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| Vol 9, No 1 (2019) |
Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education |
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Ramashego S.S. Mphahlele |
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| Vol 9, No 1 (2019) |
Providing remedial support to primary school learners within their zone of proximal development |
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Simon G. Taukeni |
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| Vol 9, No 1 (2019) |
Profiles of public and private autism-specific schools in Gauteng |
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Sumari Erasmus, Alta Kritzinger, Jeannie van der Linde |
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| Vol 9, No 1 (2019) |
Children’s self-regulation and coping strategies in a frustrated context in early education |
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Jouni Veijalainen, Jyrki Reunamo, Nina Sajaniemi, Eira Suhonen |
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| Vol 9, No 1 (2019) |
Evaluating a grief programme offered in primary schools: An Appreciative Inquiry |
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Jacqueline Horn, Sumeshni Govender |
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| Vol 9, No 1 (2019) |
Accountability of school stakeholders in ensuring orphaned children’s school attendance |
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Teresa A. Ogina, Norman M. Ramare |
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| Vol 9, No 1 (2019) |
Effects of a 6 Brick Duplo Block guided play intervention on pre-literate learners’ visual perception |
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Sarah Jemutai, Paul Webb |
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| Vol 9, No 1 (2019) |
Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy |
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Leslie F. Meiring |
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| Vol 9, No 1 (2019) |
The constructions of early childhood practitioners’ literacy needs on an in-service Bachelor of Education course |
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Karin Hackmack |
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| Vol 9, No 1 (2019) |
Foundation phase learners’ view of learning support and self-esteem |
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Carike Kriel, Candice Livingston |
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| Vol 9, No 1 (2019) |
Towards quality early childhood development for refugee children: An exploratory study of a Grade R class in a Durban child care centre |
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Rasheedah O. Adams-Ojugbele, Relebohile Moletsane |
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| Vol 9, No 1 (2019) |
The disempowerment of early childhood practitioners in impoverished and marginalised communities |
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Tilana Knafo, Brigitte Smit, Petro Marais |
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| Vol 9, No 1 (2019) |
A modified analytical framework for describing m-learning (as applied to early grade Mathematics) |
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Nicky Roberts, Garth Spencer-Smith |
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| Vol 9, No 1 (2019) |
Profile of factors influencing academic motivation among grade 6 and 7 learners at a state school |
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Sarah I.N. Yiga, Lerato Khoarai, Thapelo Khosana, Rebonethato Lesupi, Joanah Mduli, Tamryn Shadwell, Johan Botes, Gina Joubert |
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| Vol 9, No 1 (2019) |
Mind the gaps: Professional perspectives of technology-based teaching and learning in the Foundation Phase |
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Donna Hannaway |
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| Vol 9, No 1 (2019) |
Music instruction and reading performance: Conceptual transfer in learning and development |
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Azwihangwisi E. Muthivhi, Samantha Kriger |
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| Vol 9, No 1 (2019) |
How a professional development programme changes early grades teachers’ literacy pedagogy |
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Faith K. Kimathi, Carol A. Bertram |
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| Vol 9, No 1 (2019) |
A socially inclusive teaching strategy for fourth grade English (second) language learners in a South African school |
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Mots'elisi L. Malebese, Moeketsi F. Tlali, Sechaba Mahlomaholo |
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| Vol 9, No 1 (2019) |
Home as a primary space: Exploring out-of-school literacy practices in early childhood education in a township in South Africa |
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Rockie Sibanda, Leila Kajee |
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| Vol 9, No 1 (2019) |
Vulnerable masculinities: Implications of gender socialisation in three rural Swazi primary schools |
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Ncamsile D. Motsa, Pholoho J. Morojele |
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| Vol 9, No 1 (2019) |
From active joining to child-led participation: A new approach to examine participation in teaching practice |
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Reetta Niemi |
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| Vol 9, No 1 (2019) |
Barriers and bridges between mother tongue and English as a second language in young children |
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Nora E. Saneka, Marike de Witt |
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| Vol 9, No 1 (2019) |
Early learning experiences, school entry skills and later mathematics achievement in South Africa |
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Margaretha M. Visser, Andrea L. Juan, Sylvia M. Hannan |
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| Vol 9, No 1 (2019) |
Multiplicative reasoning: An intervention’s impact on Foundation Phase learners’ understanding |
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Mike Askew, Hamsa Venkat, Corin Mathews, Valerie Ramsingh, Thulelah Takane, Nicky Roberts |
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| Vol 8, No 1 (2018) |
Strengthening early childhood teacher education towards a play-based pedagogical approach through a music intervention programme |
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Alta J. van As, Lorayne Excell |
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| Vol 8, No 1 (2018) |
Foundation phase teachers’ use of manipulatives to teach number concepts: A critical analysis |
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Lindiwe M. Mntunjani, Stanley A. Adendorff, Sibawu W. Siyepu |
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| Vol 8, No 1 (2018) |
Group work during visual art activities to reduce indecisiveness |
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Nkhensani S. Thuketana, Liesel Westhof |
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| Vol 8, No 1 (2018) |
The role of first-year experience excursion in promoting social integration at university: Student teachers’ views |
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Delia Arends, Nadine F. Petersen |
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| Vol 8, No 1 (2018) |
Gender differences in academic achievement of children with developmental coordination disorder |
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Elna de Waal, Anita E. Pienaar, Dané Coetzee |
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| Vol 8, No 1 (2018) |
Aspects of academic language proficiency of intermediate phase teacher education students |
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Dean van der Merwe |
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| Vol 8, No 1 (2018) |
Disparate understandings of the nature, purpose and practices of reflection in teacher education |
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Maureen Robinson, Nicolene Rousseau |
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| Vol 8, No 1 (2018) |
Using structured movement educational activities to teach mathematics and language concepts to preschoolers |
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Margaret F. Omidire, Sameera Ayob, Ruth M. Mampane, Maximus M. Sefotho |
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| Vol 8, No 1 (2018) |
Third-Grade English Second Language teachers’ vocabulary development practices |
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Jabulani Sibanda, Jean Baxen |
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| Vol 8, No 1 (2018) |
Can mathematics assessments be considered valid if learners fail to access what is asked of them? |
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Lucy Sibanda, Mellony Graven |
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| Vol 8, No 1 (2018) |
The motivational roles of heads of department in learners’ performance and quality of schooling in South Africa |
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Keshni Bipath, Mfulathelwa M.B. Nkabinde |
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| Vol 8, No 1 (2018) |
Absent fathers’ socio-economic status and perceptions of fatherhood as related to developmental challenges faced by children in South Africa |
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Ishola A. Salami, Chinedu I.O. Okeke |
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| Vol 8, No 1 (2018) |
‘Clutch-the-ear’ and get enrolled: The antagonistic intrusion of indigenous knowledge systems to the detriment of contemporary educational developments |
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Felistas R. Zimano, Matsaure Keresencia, Alouis Chilunjika |
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| Vol 8, No 1 (2018) |
Diagnostic test for number concept development during early childhood |
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Hanrie S. Bezuidenhout |
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| Vol 8, No 1 (2018) |
Service-learning through Art Education |
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Georina Westraadt |
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| Vol 8, No 1 (2018) |
Imaginative play and reading development among Grade R learners in KwaZulu-Natal: An ethnographic case study |
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Mitasha Nehal, Peter N. Rule |
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| Vol 8, No 1 (2018) |
A blueprint for data-based English reading literacy instructional decision-making |
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Carisma Nel |
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| Vol 8, No 1 (2018) |
A Finnish model of teacher education informs a South African one: A teaching school as a pedagogical laboratory |
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Anni Loukomies, Nadine Petersen, Jari Lavonen |
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| Vol 8, No 1 (2018) |
Investigating teacher learning from a university programme for Foundation Phase teachers |
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Tabitha G. Mukeredzi, Carol Bertram, Iben Christiansen |
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| Vol 8, No 1 (2018) |
Infant and toddler educare: A challenge to neoliberalism |
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Margaret Sims, Elise Alexander, Mari Nislin, Karma Pedey, Lavinia Tausere-Tiko, Nina Sajaniemi |
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| Vol 8, No 1 (2018) |
Developing mindfulness in children through participation in music activities |
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Christina Auerbach, Aletta C. Delport |
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| Vol 8, No 1 (2018) |
Arts across the curriculum as a pedagogic ally for primary school teachers |
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Eurika N. Jansen van Vuuren |
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| Vol 8, No 1 (2018) |
Weaving in connections: Studying changes in early grades additive relations teaching |
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Anna-Lena Ekdahl, Hamsa Venkat, Ulla Runesson, Mike Askew |
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| Vol 8, No 1 (2018) |
Gender effects on phonological processing and reading development in Northern Sotho children learning to read in English: A case study of Grade 3 learners |
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Carien Wilsenach, Patricia Makaure |
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| Vol 7, No 1 (2017) |
The use of isiXhosa children’s poetry as a tool to integrate literacy, mathematics and life skills in Foundation Phase: Grade R-3 |
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Nozuko Gxekwa, Nomsa Satyo |
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| Vol 7, No 1 (2017) |
Grade R educators voluntarily share their mathematics practices: Authentic realities in South Africa showcased |
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Faith Tlou, Nosisi N. Feza |
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| Vol 7, No 1 (2017) |
Knowledge of child development in the interface of theory and practice in foundation phase teacher education |
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Lara Ragpot |
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| Vol 7, No 1 (2017) |
Ready for kindergarten: Are intelligence skills enough? |
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Caroline Fitzpatrick |
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| Vol 7, No 1 (2017) |
Learning affordances and participation enablers within a primary mathematics in-service community of practice |
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Mellony Graven, Peter Pausigere |
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| Vol 7, No 1 (2017) |
Motivation to become a Foundation Phase teacher in South Africa |
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Yusuf Sayed, Zahraa McDonald |
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| Vol 7, No 1 (2017) |
The cognitive processing potential of infants: Exploring the impact of an early childhood development programme |
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René Van Eeden, Jacqueline van Vuuren |
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| Vol 7, No 1 (2017) |
Teaching schools as teacher education laboratories |
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Sarah Gravett, Sarita Ramsaroop |
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| Vol 7, No 1 (2017) |
How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools |
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Elizabeth J. Pretorius, Lieke Stoffelsma |
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| Vol 7, No 1 (2017) |
Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia |
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Tamara Chansa-Kabali |
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| Vol 7, No 1 (2017) |
Parents’ and teachers’ perspectives on changes in childcare quality in the United States, Russia and Finland |
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Eeva Hujala, Janniina Vlasov, Tünde Szecsi |
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| Vol 7, No 1 (2017) |
Augmented feedback in autistic disorder |
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Salome Geertsema, Michelle McDonald, Aletta Van der Merwe, Margaretha Swanepoel, Esedra Strasheim |
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| Vol 7, No 1 (2017) |
Through the eyes of children: Exploring Grade 7 career aspirations |
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Lucy Robinson, Boitumelo Diale |
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| Vol 7, No 1 (2017) |
Initiating a different story about immigrant Somali parents’ support of their primary school children’s education |
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Doria Daniels |
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| Vol 7, No 1 (2017) |
Teachers’ perceptions on the design and use of an outdoor learning environment for sensory and motor stimulation |
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Anca Nel, Ina Joubert, Cycil Hartell |
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| Vol 7, No 1 (2017) |
The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners |
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Brahm Fleisch, Kamala Pather, Geeta Motilal |
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| Vol 7, No 1 (2017) |
Writing and mathematical problem solving in Grade 3 |
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Belinda Petersen, Sharon McAuliffe, Cornelis Vermeulen |
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| Vol 7, No 1 (2017) |
Foundation phase teachers’ interpretation of the life skills programme with regard to the teaching of natural science |
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Saritha Beni, Michele Stears, Angela James |
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| Vol 7, No 1 (2017) |
Teacher education students’ struggles with group work in service learning |
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Nadine Petersen, Gadija Petker |
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| Vol 7, No 1 (2017) |
Children as stakeholders in education: Does their voice matter? |
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Maitumeleng Nthontho |
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| Vol 7, No 1 (2017) |
The difficulty level of a national assessment of Grade 9 mathematics: The case of five schools |
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Sarah Bansilal |
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| Vol 7, No 1 (2017) |
Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes |
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Zelda Barends, Carisma Nel |
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| Vol 7, No 1 (2017) |
The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder |
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Petronella de Jager, Janet Condy |
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| Vol 7, No 1 (2017) |
Sources of inequality in South African early child development services |
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Carol Aubrey |
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| Vol 6, No 1 (2016) |
Early numeracy performance of South African school beginners |
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Pirjo Aunio, Riikka Mononen, Lara Ragpot, Minna Törmänen |
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| Vol 6, No 2 (2016) |
Interrogating the ‘artificial’ divide between health and education for children aged 0–3 years in urban poor locales in Kenya |
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Aurelia Munene, Auma Okwany |
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| Vol 6, No 2 (2016) |
‘Every mother dances her baby’: Contextually responsive narratives of early childhood care and education in Kenya and Uganda |
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Auma Okwany |
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| Vol 6, No 2 (2016) |
Challenges in establishing kindergarten education system in villages of Guizhou, China: A preliminary study |
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Keang-ieng P. Vong, Min Y. Li |
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| Vol 6, No 2 (2016) |
African indigenous care-giving practices: Stimulating early childhood development and education in Kenya |
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Pamela Wadende, Paul O. Oburu, Abel Morara |
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| Vol 6, No 1 (2016) |
Preserving cultural heritage by teaching idioms to young learners as part of imaginative language in Setswana |
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Refilwe Ramagoshi, Ina Joubert |
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| Vol 6, No 1 (2016) |
Disentangling the language effect in South African schools: Measuring the impact of ‘language of assessment’ in grade 3 literacy and numeracy |
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Nicholas Spaull |
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| Vol 6, No 1 (2016) |
What is history? Views from a primary school teacher education programme |
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Sarah Godsell |
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| Vol 6, No 1 (2016) |
Reliability of the Functional Auditory Performance Indicators to monitor progress in 5-year-old children with autism spectrum disorder |
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Carlien Muller, Aletta Kritzinger, Lidia Pottas, Lovina Bodenstein |
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| Vol 6, No 1 (2016) |
Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia |
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Bibian Kalinde, Dorette Vermeulen |
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| Vol 6, No 1 (2016) |
Grade 4 children’s engagements in cross-sex relationships: A case from one South African Farm School |
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Nonhlanhla P Maphanga, Pholoho J. Morojele |
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| Vol 6, No 1 (2016) |
An analysis of the Grade 3 Department of Basic Education workbooks as curriculum tools |
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Ursula Hoadley, Jaamia Galant |
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| Vol 6, No 1 (2016) |
Children’s perceptions of democratic values: Implications for democratic citizen education |
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Annalie Botha, Ina Joubert, Anna Hugo |
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| Vol 6, No 2 (2016) |
Child well-being in a rural context: Shifting to a social sustainability lens |
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Jaqueline T. Naidoo, Nithi Muthukrishna |
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| Vol 6, No 1 (2016) |
Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011 |
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Surette van Staden, Roel Bosker, Annika Bergbauer |
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| Vol 6, No 2 (2016) |
Teachers’ discourses of literacy as social practice in advantaged and disadvantaged early childhood contexts |
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Colwyn D. Martin, Hasina B. Ebrahim |
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| Vol 6, No 2 (2016) |
Science and mathematics teaching through local games in preschools of Botswana |
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Kabita Bose, Grace Seetso |
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| Vol 6, No 2 (2016) |
A comparison of the effects of text-based instruction versus standards-based instruction in the early years |
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Bonnie Grossen, Nithi Muthukrishna, Jaqueline T. Naidoo |
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| Vol 6, No 1 (2016) |
Now and then: Revisiting early childhood teachers’ reactions to curriculum change |
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Mary G. Clasquin-Johnson |
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| Vol 6, No 1 (2016) |
Quality in South African early learning centres: Mothers’ and teachers’ views and understanding |
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Judy Van Heerden |
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| Vol 6, No 1 (2016) |
Early childhood exposure to media violence: What parents and policymakers ought to know |
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Caroline Fitzpatrick, Michael J Oghia, Jad Melki, Linda S Pagani |
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| Vol 6, No 1 (2016) |
Counting skills intervention for low-performing first graders |
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Riikka Mononen, Pirjo Aunio |
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| Vol 6, No 1 (2016) |
Relations- and task-oriented behaviour of school leaders: Cases from primary schools in Finland |
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Mani Man Singh Rajbhandari, Smriti Rajbhandari, Coert Loock |
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| Vol 6, No 1 (2016) |
The baseline assessment of Grade 1 learners’ literacy skills in a socio-economically disadvantaged school setting |
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Zelda Wildschut, Trevor Moodley, Shelley Aronstam |
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| Vol 6, No 1 (2016) |
Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson |
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Nicky Roberts, Hamsa Venkat |
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| Vol 6, No 2 (2016) |
Cash transfers and early childhood care and education in Zimbabwe: A critical inquiry to discourse, theory and practice |
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Hilton Nyamukapa |
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| Vol 6, No 2 (2016) |
Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1 |
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Labby Ramrathan, Jabu Mzimela |
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| Vol 6, No 1 (2016) |
Interrogating quality in early childhood development: Working towards a South African perspective |
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Lorayne Excell |
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| Vol 6, No 1 (2016) |
A combined prosodic and linguistic treatment approach for language-communication skills in children with autism spectrum disorders: A proof-of-concept study |
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Silva Kuschke, Bart Vinck, Salomé Geertsema |
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| Vol 6, No 1 (2016) |
Teachers’ perceptions of the quality of the new Expressive Arts textbooks for Malawi primary schools |
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Grames Ghirwa, Devika Naidoo |
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| Vol 6, No 1 (2016) |
Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review |
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Lucinda du Plooy, Mphumzi Zilindile, Zubeida Desai, Benita de Wet, Lorna Holtman, Cyril Julie, Nadine Moolla, Vuyokazi Nomlomo |
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| Vol 6, No 1 (2016) |
Problematising child-headed households:The need for children’s participation in early childhood interventions |
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Jace Pillay |
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| Vol 6, No 1 (2016) |
Improving South African third graders’ reading skills: Lessons learnt from the use of Guided Reading approach |
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Mohlanhledi P. Makumbila, Charline B. Rowland |
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| Vol 6, No 1 (2016) |
Employing a multifocal view of ECD curriculum development at a rural settlement community in South Africa: Themes from a ‘design by implementation’ early childhood education programme |
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Sonja Brink |
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| Vol 6, No 1 (2016) |
Strategies for the implementation of mathematics in Grade R: Teachers’ beliefs and practices |
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Elna Barnard, Martin Braund |
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| Vol 6, No 1 (2016) |
Literacy lessons learnt from parents in a community programme |
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Dawn Cozett, Janet Condy |
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| Vol 6, No 1 (2016) |
The everyday experiences of early childhood caregivers: Challenges in an under-resourced community |
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Adri Vorster, Ashleigh Sacks, Zaytoon Amod, Joseph Seabi, Anwynne Kern |
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| Vol 6, No 1 (2016) |
Teachers’ beliefs about child participation in Grade R |
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Naseema Shaik |
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| Vol 6, No 1 (2016) |
Maestro for a moment: A conceptual framework for music integration in Grade R |
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Mignon van Vreden |
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| Vol 5, No 3 (2015) |
At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics |
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Trevor Moodley, Stanley A. Adendorff, Subethra Pather |
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| Vol 5, No 3 (2015) |
Play in Grade R classrooms: Diverse teacher perceptions and practices |
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Shelley Aronstam, Martin Braund |
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| Vol 5, No 3 (2015) |
Strengthening maths learning dispositions through ‘math clubs’ |
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Mellony Graven |
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| Vol 5, No 3 (2015) |
Initiating the learning processes at the preschool and lower primary level: Challenges and possibilities |
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Christine Streit, Christine K. David, Elke Hildebrandt |
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| Vol 5, No 3 (2015) |
Working with children with special needs in Finnish kindergartens: Professionals and/or specialists? |
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Mari Nislin, Maiju Paananen, Laura Repo, Nina Sajaniemi, Margaret Sims |
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| Vol 5, No 3 (2015) |
Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors |
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Helena Oosthuizen, Daleen Klop, Monique Visser |
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| Vol 5, No 3 (2015) |
Work and play in early childhood education: Views from Nigeria and South Africa |
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Florence T. Ogunyemi, Lara Ragpot |
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| Vol 5, No 3 (2015) |
Effect of visual feedback on classroom noise levels |
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Jessica van Tonder, Nadia Woite, Suzaan Strydom, Faheema Mahomed, De Wet Swanepoel |
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| Vol 5, No 3 (2015) |
Collegial teaming for inclusive education using photovoice as tool |
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Deidre C. Geduld |
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| Vol 5, No 3 (2015) |
Towards a leadership programme for primary school principals as instructional leaders |
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Parvathy Naidoo, Nadine Petersen |
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| Vol 5, No 3 (2015) |
Online supplementary mathematics tuition in a first-year childhood teacher education programme |
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Kathleen Fonseca, Nadine Petersen |
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| Vol 5, No 3 (2015) |
Foundation-phase children’s causal reasoning in astronomy, biology, chemistry and physics |
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Francois Naude |
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| Vol 5, No 2 (2015) |
Can pre-grade R be the stepping stone to social equality in South Africa |
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Janeli Kotze |
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| Vol 5, No 2 (2015) |
What the Annual National Assessments can tell us about learning deficits over the education system and the school career |
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Servaas van der Berg |
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| Vol 5, No 2 (2015) |
Examining oral reading fluency among Grade 5 rural English Second Language (ESL) learners in South Africa? An analysis of NEEDU 2013 |
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Kim Draper, Nic Spaull |
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| Vol 5, No 2 (2015) |
Continuous assessment and matriculation examination marks – An empirical examination |
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Servaas van der Berg, Debra Shepherd |
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| Vol 5, No 2 (2015) |
Informing principal policy reforms in South Africa through data-based evidence |
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Gabrielle Wills |
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| Vol 5, No 2 (2015) |
Teacher characteristics and student performance: An analysis using hierarchical linear modelling |
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Paula Armstrong |
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| Vol 5, No 2 (2015) |
An overview of key datasets in education in South Africa |
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Chris Van Wyk |
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| Vol 5, No 1 (2015) |
Fostering pre-service teachers’ motivation-related practical wisdom through a mentoring procedure |
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Anni Loukomies, Jari Lavonen, Kalle Juuti |
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| Vol 5, No 1 (2015) |
Stories of change: The case of a foundation phase teacher professional development programme |
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Bruce Brown, Di Wilmot, Margie Paton Ash |
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| Vol 5, No 1 (2015) |
Exploring the complexities of describing foundation phase teachers’ professional knowledge base |
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Carol Bertram, Iben Christiansen, Tabitha Mukeredzi |
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| Vol 5, No 1 (2015) |
Assessment literacy of foundation phase teachers: An exploratory study |
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Anil Kanjee, Jane Mthembu |
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| Vol 5, No 1 (2015) |
The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning |
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Linda Newman, Loveth Obed |
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| Vol 5, No 1 (2015) |
The school readiness performance of a group of Grade R learners in primary schools in the Gauteng Province of South Africa |
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Ona Janse van Rensburg |
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| Vol 5, No 1 (2015) |
Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry |
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Aletta Delport, Erna Cloete |
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| Vol 5, No 1 (2015) |
Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms |
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Dianne Wilmot, Jean Schäfer |
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| Vol 5, No 1 (2015) |
A retrospective case report on demographic changes of learners at a school for children with Autism Spectrum Disorder in the Gauteng Province |
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Sumari van Biljon, Alta Kritzinger, Salomé Geertsema |
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| Vol 5, No 1 (2015) |
The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools |
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Anna-Marie Wium, Brenda Louw |
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| Vol 5, No 1 (2015) |
The role of working memory in childhood education: Five questions and answers |
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Kate Cockcroft |
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| Vol 4, No 3 (2014) |
‘Minding the gap?’ A national foundation phase teacher supply and demand analysis: 2012-2020 |
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Whitfield Green, Michael Adendorff, B Mathebula |
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| Vol 4, No 3 (2014) |
Becoming a (male) foundation phase teacher: A need in South African schools? |
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Nontokoza Mashiya |
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| Vol 4, No 3 (2014) |
Critical reflections on the PGCE (Foundation Phase) qualification in South Africa |
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Clare Verbeek |
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| Vol 4, No 3 (2014) |
The reading literacy profiles of first-year BEd foundation phase students |
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Carisma Nel, Aninda Adam |
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| Vol 4, No 3 (2014) |
Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase) |
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Zubeida Desai, Vuyokazi Nomlomo |
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| Vol 4, No 3 (2014) |
Foundation phase teachers’ (limited) knowledge of geometry |
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Kakoma Luneta |
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| Vol 4, No 3 (2014) |
‘Learning walks’: Dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum |
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Denise Zinn, Deidre Geduld, Aletta Delport, Christina Jordaan |
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| Vol 4, No 3 (2014) |
Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers |
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Gadija Mia Petker, Nadine Petersen |
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| Vol 4, No 3 (2014) |
Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: the ‘Calculia’ programme |
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Annemarie Fritz-Stratmann, Antje Ehlert, Gabriele Klüsener |
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| Vol 4, No 3 (2014) |
A research base for teaching in primary school: a coherent scholarly focus on the object of learning |
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Ruksana Osman, Shirley Booth |
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| Vol 4, No 3 (2014) |
Towards a governance and management model for teaching schools in South Africa |
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Sarah Gravett, Coert Loock |
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| Vol 4, No 2 (2014) |
Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius |
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Aruna Ankiah-Gangadeen, Michael Anthony Samuel |
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| Vol 4, No 2 (2014) |
What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes? |
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Janet Condy, Bernita Blease |
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| Vol 4, No 2 (2014) |
Inclusive education and insufficient school readiness in Grade 1: Policy versus practice |
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Marietjie Bruwer, Cycil Hartell, Miemsie Steyn |
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| Vol 4, No 2 (2014) |
A foundation for foundation phase teacher education: Making wise educational judgements |
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Karin Murris, Clare Verbeek |
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| Vol 4, No 2 (2014) |
The readability of two Grade 4 natural sciences textbooks for South African schools |
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Lucy Sibanda |
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| Vol 4, No 2 (2014) |
Film as teacher education genre: Developing student agency in the production of #Taximaths – How children make their world mathematical |
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Lara Ragpot |
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| Vol 4, No 2 (2014) |
Ethical considerations in educational research involving children: Implications for educational researchers in South Africa |
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Jace Pillay |
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| Vol 4, No 2 (2014) |
Review: Van den Heuvel-Panhuizen M, Kuehne C & Lombard A-P. 2014. Learning Pathway for Number in the Early Primary Grades. South Africa. |
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Mike Askew |
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| Vol 4, No 2 (2014) |
Rethinking early school transitions as social transactions |
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Irma Eloff, Elaney Nieuwenhuys, Melanie Moen |
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| Vol 4, No 2 (2014) |
A mathematics competence test for Grade 1 children migrates from Germany to South Africa |
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Annemarie Agnes Fritz-Stratmann, Lars Balzer, Roelien Herholdt, Lara Ragpot, Antje Ehlert |
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| Vol 4, No 2 (2014) |
Approaches to teaching primary level mathematics |
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Caroline Long, Tim Dunne |
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| Vol 4, No 2 (2014) |
South African teachers’ use of national assessment data |
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Anil Kanjee, Qetelo Moloi |
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| Vol 4, No 1 (2014) |
Improving some cognitive functions, specifically executive functions in grade R learners |
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Stef Esterhuizen |
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| Vol 4, No 1 (2014) |
Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching |
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Nici Rousseau |
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| Vol 4, No 1 (2014) |
We are workshopped: problematising Foundation Phase teachers’ identity constructions |
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Lorayne Excell |
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| Vol 4, No 1 (2014) |
Bridging the Gap between Advantaged and Disadvantaged Children: |
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Caroline Fitzpatrick |
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| Vol 4, No 1 (2014) |
Structural and social constraints influencing HIV/AIDS teaching in Malawi primary schools |
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Grames Ghirwa |
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| Vol 4, No 1 (2014) |
Masekitlana re-membered: A performance-based ethnography of South African black children’s pretend play |
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Esther Ofenste Phetlhu |
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| Vol 4, No 1 (2014) |
An error analysis in the early grades mathematics – a learning opportunity? |
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Roelien Herholdt, Ingrid Sapire |
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| Vol 4, No 1 (2014) |
Problematizing the concept ‘epistemological access’: A review of literature |
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Lucinda du Plooy |
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| Vol 4, No 1 (2014) |
Childhood education student teachers responses to a simulation game on food security |
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Nadine Felicity Petersen |
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| Vol 4, No 1 (2014) |
The use of workbooks in South African grade 3 mathematics classrooms |
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Manono Mdluli |
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| Vol 4, No 1 (2014) |
A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views |
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Lyn Kok |
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| Vol 1, No 1 (2011) |
“Mama does not speak that (language) to me”: indigenous languages, educa-tional opportunity and black African preschoolers |
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Vuyisile Msila |
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| Vol 3, No 2 (2013) |
Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments |
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Mellony Graven |
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| Vol 3, No 2 (2013) |
Mediating learning number bonds through a Vygotskian lens of scientific concepts |
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Mike Askew |
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| Vol 3, No 2 (2013) |
Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks |
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Robert J Wright |
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| Vol 3, No 2 (2013) |
Making sense of experience in preschool: Children’s encounters with numeracy and literacy through inquiry |
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Marjorie Ann Henningsen |
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| Vol 3, No 2 (2013) |
South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework |
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Elizabeth Henning |
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| Vol 3, No 2 (2013) |
A learning pathway for whole numbers that informs mathematics teaching in the early years |
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Cally Kuhne |
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| Vol 3, No 2 (2013) |
Exploring links between foundation phase teachers’ content knowledge and their example spaces |
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Samantha Morrison |
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| Vol 3, No 2 (2013) |
Locating the difference: A comparison of pedagogic strategies in high and low performing schools |
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Kaylianne Rialda Aploon-Zokufa |
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| Vol 3, No 1 (2013) |
Core knowledge and working memory as prerequisites of early school arithmetic |
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Dominique Arndt |
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| Vol 3, No 1 (2013) |
Development of numerical concepts |
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Sabine Peucker |
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| Vol 3, No 1 (2013) |
Development of mathematical concepts as basis for an elaborated mathematical understanding |
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Annemarie Agnes Fritz-Stratmann |
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| Vol 3, No 1 (2013) |
Realising pre-school mathematical education – a development-oriented math programme with special consideration of phonological language processing aspects |
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Petra Langhorst |
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| Vol 3, No 1 (2013) |
Natural differentiation in the teaching of mathematics to children starting school |
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Petra Scherer |
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| Vol 3, No 1 (2013) |
Evaluation of maths training programme for children with learning difficulties |
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Antje Ehlert |
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| Vol 3, No 1 (2013) |
Forging a research community of practice to find out how South African children make their world mathematical |
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Elizabeth Henning |
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| Vol 2, No 2 (2012) |
Cracking the Vocabulary Code in Mathematics in the Foundation Phase |
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Carisma Nel |
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| Vol 2, No 2 (2012) |
Crossing the “Theory-practice Divide”: Learning to Be(come) a Teacher |
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Sarah Gravett |
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| Vol 2, No 2 (2012) |
Test items and translation: capturing early conceptual development in mathematics reliably? |
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Graham Dampier, Daphney Mawila |
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| Vol 2, No 2 (2012) |
Can we afford to wait any longer? Pre-school children are ready to learn mathematics |
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Nosisi Nellie Feza |
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| Vol 2, No 2 (2012) |
Reading in Two Languages: Evidence from Miscue Analysis |
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Brian Ramadiro |
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| Vol 2, No 2 (2012) |
Exploring the Role of the Speech-language Therapist in City Centre Preschools |
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Sandra du Plessis |
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| Vol 2, No 2 (2012) |
Early Childhood Education, Child Development and School Readiness: Evidence from Zambia |
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Stephanie Simmons Zuilkowski, Gunther Fink, Corrina Moucheraud, Beatrice Matafwali |
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| Vol 2, No 2 (2012) |
Reading Literacy within a Teacher Preparation Programme: What we Know and What we Should Know |
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Zelda Elizabeth van der Merwe, Carisma Nel |
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| Vol 2, No 2 (2012) |
A Bird’s Eye View on the Status of the Module “Life Skills” in the Foundation Phase at Higher Education Institutions in South Africa |
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Miemsie Steyn, Nicoleen Schuld, Cycil Hartell |
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| Vol 2, No 2 (2012) |
Self-Esteem Among Children in Grade R in an Urban South African School |
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Anita Keller, Manfred Max Bergman |
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| Vol 2, No 1 (2012) |
Challenges facing the early childhood development sector in South Africa |
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Eric Atmore |
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| Vol 2, No 1 (2012) |
Methodology and theory in a rural ECD research project: Capturing Mogwase in ‘becoming’ |
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Sonja van der Vyver |
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| Vol 2, No 1 (2012) |
Ready or not: Kindergarten classroom engagement as an indicator of child school readiness |
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Caroline Fitzpatrick |
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| Vol 2, No 1 (2012) |
Strengthening foundation phase teacher education through mentoring |
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Kerryn Dixon |
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| Vol 2, No 1 (2012) |
Accessing and assessing young learner’s mathematical dispositions |
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mellony Graven |
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| Vol 2, No 1 (2012) |
Teaching natural science in the foundation phase: Teachers’ understanding of the natural science curriculum |
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Angela James |
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| Vol 2, No 1 (2012) |
Learning and teaching natural science in the early years: A case study of three different contexts |
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Angela James |
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| Vol 2, No 1 (2012) |
Linguistic liminality in the early years of school: Urban South African children ‘betwixt and between’1 languages of learning |
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Elizabeth Henning |
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| Vol 1, No 2 (2011) |
Playing into gender stereotyping in a preschool theatre production |
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Elzette Fritz |
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| Vol 1, No 1 (2011) |
Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners |
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Diana Soares De Sousa |
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| Vol 1, No 2 (2011) |
Philosophy for children in South African schools: its role for citizens-in-waiting |
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Thokozani Mathebula |
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| Vol 1, No 1 (2011) |
IsiZulu and English in KwaZulu-Natal rural schools: how teachers fear failure and opt for English |
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Nontokoza Mashiya |
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| Vol 1, No 2 (2011) |
How Grade R pupils make sense of the ‘scientist’ and ‘science’ |
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Umesh Dewnarain Ramnarain |
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| Vol 1, No 1 (2011) |
The cultural context of development: language as a means for thinking and problem-solving |
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Azwihangwisi Muthivhi |
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| Vol 1, No 2 (2011) |
The endangered subject of quality Visual Art education |
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Georina Westraadt |
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| Vol 1, No 2 (2011) |
Quality Visual Drop-in centres as a community response |
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Sithabile Ntombela |
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| Vol 1, No 1 (2011) |
First additional language teaching in the foundation phase of schools in disadvantaged areas |
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Ellen Lenyai |
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| Vol 1, No 2 (2011) |
Child-caregiver attachment, self-evaluation and cognitive development in a group of |
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Marichelle van Deventer |
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| Vol 1, No 1 (2011) |
The research reported in this article was conducted from a socio-environmental perspective on learners’ school readiness when entering Grade 1, as well as their school performance in Grade 1 and again in Grade 4. The relation between school readiness and |
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Erna van Zyl |
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| Vol 1, No 2 (2011) |
The educational and psychological support of educators to include learners from childheaded |
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Nadia Taggart |
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| Vol 1, No 1 (2011) |
Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education |
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Linda van Laren |
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| Vol 1, No 1 (2011) |
Foundation phase teacher provision by public higher education institutions in South Africa |
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Whitfield Green |
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| Vol 1, No 2 (2011) |
The unavoidable need for distributed cognition in teaching literacy |
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Catherine Elizabeth Snow |
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| Vol 1, No 2 (2011) |
The identification of sensory processing difficulties of learners experiencing |
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Petronella Susanna de Jager |
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| Vol 1, No 2 (2011) |
Move to literacy: fanning emergent literacy in early childhood education in a |
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Lorayne Excell |
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| Vol 1, No 2 (2011) |
Deficiencies within the education system with regard to perceptual motor learning |
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Myrtle Erasmus |
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| Vol 1, No 2 (2011) |
Levels of well-being and involvement of young children in centre-based provision in |
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Bart Declercq |
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| Vol 1, No 2 (2011) |
Voices from different cultures: Foundation Phase students’ understanding across |
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Annalie Botha |
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| Vol 1, No 2 (2011) |
Pre-school children’s understanding of Mathematical patterns |
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Erica Hutchinson |
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