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| Issue |
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| Vol 12, No 1 (2022) |
Cultural adaptation and Northern Sotho translation of the Modified Checklist for Autism in Toddlers |
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Carlien Vorster, Alta Kritzinger, Matemane Lekganyane, Elsabe Taljard, Jeannie van der Linde |
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| Vol 11, No 1 (2021) |
Teenage motherhood and child outcomes: Evidence from South Africa |
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Godfred Anakpo, Umakrishnan Kollamparambil |
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| Vol 11, No 1 (2021) |
Foundation phase teachers’ views of the involvement of male caregivers in young children’s education |
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Mzoli Mncanca, Sarita Ramsaroop, Nadine Petersen |
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| Vol 11, No 1 (2021) |
Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions |
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Jace Pillay |
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| Vol 11, No 1 (2021) |
Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School |
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Joseph Calvin Gagnon, Frederick J. Sylvester, Kathryn Marsh |
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| Vol 11, No 1 (2021) |
Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius |
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Sattiavany Veerabudren, Alta Kritzinger, Savila T. Ramasawmy |
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| Vol 11, No 1 (2021) |
Self-reported mathematical problem-solving skills of future mathematics teachers |
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Kathleen Fonseca |
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| Vol 11, No 1 (2021) |
Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction |
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Nokwanda P. Mbusi, Kakoma Luneta |
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| Vol 11, No 1 (2021) |
School readiness and academic achievement of children with hearing impairment: A South African exploratory study |
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Ntsako P. Maluleke, Katijah Khoza-Shangase, Amisha Kanji |
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| Vol 11, No 1 (2021) |
Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills |
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Deborah A. Arasomwan, Nontokozo J. Mashiya |
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| Vol 11, No 1 (2021) |
Phonological awareness and learning to read in Afrikaans: The role of working memory |
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Marizel Scheepers, Salomé Geertsema, Mia le Roux, Marien Graham |
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| Vol 11, No 1 (2021) |
The effect of a modular art education programme on the personal-social development of preschool children |
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Zeynep Çetin |
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| Vol 11, No 1 (2021) |
Children’s time use and moderate-to-vigorous physical activity in early childhood education and care in Finland |
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Anna-Liisa Kyhälä, Jyrki Reunamo, Juha O. Valtonen |
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| Vol 11, No 1 (2021) |
Moving beyond the tools: Pre-service teachers’ views on what they value in a digital literacy short course |
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Sonja C. Strydom, Helena Wessels, Casey Anley |
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| Vol 11, No 1 (2021) |
Factors affecting parents’ choice of schools for Grade 1 learners |
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Roy Venketsamy, Denise Miller |
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| Vol 11, No 1 (2021) |
Test–retest reliability and concurrent validity of the South African Early Learning Outcomes Measure (ELOM) |
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Kate J. Anderson, Tiffany J. Henning, Jasmin R. Moonsamy, Megan Scott, Christopher du Plooy, Andrew R.L. Dawes |
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| Vol 11, No 1 (2021) |
Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools |
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Grace Chabalala, Parvathy Naidoo |
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| Vol 11, No 1 (2021) |
Realising that the out-of-school environment could influence the development of Foundation Phase learners’ literacy skills |
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Anna J. Hugo, Metse J. Masalesa |
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| Vol 11, No 1 (2021) |
The ability of teachers to identify Grade 1 learners in low socio-economic environments with possible developmental coordination disorder |
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Alretha du Plessis, Monique de Milander, Frederik F. Coetzee, Mariette Nel |
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| Vol 11, No 1 (2021) |
Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context |
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Marguerite de Jongh, Anna-Marie Wium |
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| Vol 11, No 1 (2021) |
Digital play for language development in the early grades |
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Leonie M. van der Westhuizen, Donna M. Hannaway |
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| Vol 11, No 1 (2021) |
Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice |
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Deborah A. Arasomwan, Nontokozo Mashiya |
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| Vol 11, No 1 (2021) |
Conceptual vocabulary in Grade 2 isiZulu-English and Grade 1 Afrikaans-English bilinguals |
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Heila L. Jordaan, Ashleigh van Zyl, Tracey O'Brien |
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| Vol 11, No 1 (2021) |
The dream of Sisyphus: Mathematics education in South Africa |
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Nick Taylor |
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| Vol 11, No 1 (2021) |
Storytelling: An alternative home delivery of English vocabulary for preschoolers during COVID-19’s lockdown in southern Thailand |
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Attawat Khamsuk, Wararat Whanchit |
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| Vol 11, No 1 (2021) |
Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics |
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Jayaluxmi Naidoo, Shamilla Hajaree |
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| Vol 11, No 1 (2021) |
Enriching the teaching of fractions through integrating mathematics and music |
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Tarryn S. Lovemore, Sally-Ann Robertson, Mellony Graven |
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| Vol 10, No 1 (2020) |
Teachers’ understanding and use of visual tools in their numeracy classrooms: A case study of two primary schools in Gauteng |
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Corle Smith, Madoda Cekiso |
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| Vol 10, No 1 (2020) |
Recognising developmental coordination disorder in Foundation Phase classrooms |
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Nicola L. Winson, Jean V. Fourie |
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| Vol 10, No 1 (2020) |
Teachers’ engagement with learners in inclusive foundation phase classrooms |
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Vera A. Skae, Bruce J.L. Brown, Pamela D. Wilmot |
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| Vol 10, No 1 (2020) |
How language challenges affect the behaviour of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa |
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Vusiwana C. Babane |
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| Vol 10, No 1 (2020) |
Strengthening comprehensive sexuality education in the curriculum for the early grades |
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Thungavel Venketsamy, Jenny Kinear |
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| Vol 10, No 1 (2020) |
Conceptual and representational confusion: An analysis of three foundation phase teachers’ descriptions of how they teach division |
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Valerie Ramsingh |
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| Vol 10, No 1 (2020) |
Early childhood development teachers’ perceptions on the use of technology in teaching young children |
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Ayodele A. Ogegbo, Adebunmi Aina |
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| Vol 10, No 1 (2020) |
Longitudinal effects of stunting and wasting on academic performance of primary school boys: The North-West Child-Health-Integrated-Learning and Development study |
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Dané Coetzee, Wilmarié du Plessis, Deidré van Staden |
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| Vol 10, No 1 (2020) |
The interface between early numeracy, language and learning environments: Pedagogical implications |
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Hanrie S. Bezuidenhout |
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| Vol 10, No 1 (2020) |
Weak central coherence is a syndrome of autism spectrum disorder during teacher–learner task instructions |
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Petronella S. de Jager, Janet Condy |
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| Vol 10, No 1 (2020) |
Teachers’ experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers |
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Veronica Dwarika, Simone Braude |
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| Vol 10, No 1 (2020) |
Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools |
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Tamara H. Jaye, Cecil Levy, Jacob Majakwara, Sheri Hanson |
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| Vol 10, No 1 (2020) |
Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden |
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Kabita Bose, Kerstin Bäckman |
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| Vol 10, No 1 (2020) |
Counting the cost: COVID-19 school closures in South Africa and its impact on children |
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Nic Spaull, Servaas van der Berg |
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| Vol 10, No 1 (2020) |
English as an additional language: Professional development needs of early childhood practitioners in historically disadvantaged contexts |
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Carmen Milton, Sandra du Plessis, Hendry van der Heever |
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| Vol 10, No 1 (2020) |
A study of pedagogical leadership plans in early childhood education settings in Finland. |
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Johanna E. Heikka, Sanni K. Kahila, Katja K. Suhonen |
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| Vol 10, No 1 (2020) |
Preservice teachers’ perception of longitudinal child development field coursework at a university-affiliated teaching school |
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Larra Ragpot |
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| Vol 10, No 1 (2020) |
An alternative term to make comprehensive sexuality education more acceptable in childhood |
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Raisa Cacciatore, Susanne Ingman-Friberg, Dan Apter, Nina Sajaniemi, Riittakerttu Kaltiala |
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| Vol 10, No 1 (2020) |
Physical education and health as a child’s right: Reflections on the Soweto Active Schools programme |
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Cora Burnett-Louw |
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| Vol 10, No 1 (2020) |
Prevalence of possible developmental coordination disorder among Grade 1 learners in low socio-economic environments in Mangaung, South Africa |
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Alretha Margaretha du Plessis, Monique de Milander, Frederick Francois Coetzee, Mariette Nel |
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| Vol 10, No 1 (2020) |
Relationship between academic achievement, visual-motor integration, gender and socio-economic status: North-West Child Health Integrated with Learning and Development study |
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Dané Coetzee, Anita E. Pienaar, Yolanda van Wyk |
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| Vol 10, No 1 (2020) |
Perspectives of teachers on causes of children’s maladaptive behaviour in the upper primary school level: A case of Hhohho Region, Eswatini |
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Racheal Mafumbate, Nompendulo Mkhatjwa |
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| Vol 10, No 1 (2020) |
Grade R teachers’ understanding of reflective practice |
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Ailsa S. Connelly, Naseema Shaik, Cina Mosito |
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| Vol 10, No 1 (2020) |
Student teachers’ views of their experiences in a Bachelor’s programme |
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Sene van Heerden, Yusuf Sayed, Zahraa McDonald |
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| Vol 10, No 1 (2020) |
The delivery of primary school physical education in South African public schools: The perceptions of educators |
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Kobus C.J. Roux |
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| Vol 10, No 1 (2020) |
Parental involvement and learners’ performance in rural basic schools of Zambia |
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Never H. Simweleba, Robert Serpell |
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| Vol 10, No 1 (2020) |
An exploration of in-service teachers’ understanding of teaching mathematics in Grade R classrooms: A case study of Grade R in Lesotho University of KwaZulu-Natal, South Africa |
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Mamasiphole Setoromo, Blanche Hadebe-Ndlovu |
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| Vol 10, No 1 (2020) |
The triple cocktail programme to improve the teaching of reading: Types of engagement |
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Geeta B. Motilal, Brahm Fleisch |
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| Vol 10, No 1 (2020) |
Constructivism-led assistive technology: An experiment at a Namibian special primary school |
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Loide K.S. Abiatal, Grant R. Howard |
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| Vol 10, No 1 (2020) |
Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school |
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Caroline Fitzpatrick, Isabelle Archambault, Tracie Barnett, Linda Pagani |
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| Vol 10, No 1 (2020) |
Exploring primary school teachers’ use of formative assessment across fee and no-fee schools |
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Anil Kanjee |
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| Vol 10, No 1 (2020) |
Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children |
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Nagisa Nakawa |
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| Vol 10, No 1 (2020) |
Overcrowded classrooms – The Achilles heel of South African education? |
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Joyce West, Corinne Meier |
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| Vol 10, No 1 (2020) |
A mathematics teacher’s response to a dilemma: ‘I’m supposed to teach them in English but they don’t understand’ |
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Sally-Ann Robertson, Mellony Graven |
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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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