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| Issue |
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| Vol 16, No 1 (2026) |
Uncovering cultural regularities underpinning the pedagogy of learners with disabilities |
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David K. Kumador, Azwihangwisi E. Muthivhi |
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| Vol 16, No 1 (2026) |
Language of assessment matters: Early learning outcomes when preschool children are tested in isiXhosa mother tongue vs in English: The language of learning and teaching |
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Andrew Dawes, Linda Biersteker, Colin Tredoux |
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| Vol 15, No 1 (2025) |
School-based support teams’ views about their roles in supporting learners experiencing barriers to learning in mainstream classrooms |
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Discent Moyo, Nilford Hove |
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| Vol 15, No 1 (2025) |
Early intervention and transition outcomes for children with Down syndrome: Lived experiences of parents, teachers and school stakeholders in South Africa |
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Mohamed Mosala, Maximus M. Sefotho |
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| Vol 15, No 1 (2025) |
Implementation fidelity and its impact on the success of intervention programmes: The case of two mental starters projects |
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Anthony A. Essien, Sameera Hansa, Kate Sehowa, Shemunyenge T. Hamukwaya |
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| Vol 15, No 1 (2025) |
Inclusivity in early childhood education in Southern Africa: A Montessorian critique |
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Ben de Souza |
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| Vol 15, No 1 (2025) |
Gross motor development, physical activity and anthropometry of Grade 1’s in a South African school |
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Monique de Milander, Elna van der Merwe, Bianca Barnard, Robynne Verster |
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| Vol 15, No 1 (2025) |
Determinants of non-profit registration in early childhood development centres in South Africa |
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Matshidiso V. Sello |
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| Vol 15, No 1 (2025) |
When fear silences teachers: Inaction on child sexual abuse and consequences for learners |
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Laurate Gumbo, Nancy P.M. Mabaso |
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| Vol 15, No 1 (2025) |
Challenges related to teaching critical thinking in the foundation phase |
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Phindile M. Zondo, Salome Human-Vogel, Margaret F. Omidire |
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| Vol 15, No 1 (2025) |
Affordances for developing mathematical proficiency in fraction word problems in South African textbooks |
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Duduzile Sibiya, Anthony A. Essien |
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| Vol 15, No 1 (2025) |
Early childhood development renaissance: Parents’ visions and values in the post-pandemic era |
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Greetings K. Chigonda, Nkidi C. Phatudi, Thembi A. Phala |
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| Vol 15, No 1 (2025) |
An emotional intelligence intervention programme for primary school bullies: A South African case study |
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Laurika Lubbe, René van Eeden, Petro van der Merwe |
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| Vol 15, No 1 (2025) |
Educational challenges of 6- to 7-year-old children in children’s homes: Ensuring the right to quality education |
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Blessing T. Baloyi, Lucia Munongi |
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| Vol 15, No 1 (2025) |
Early childhood development challenges and the proposed Ten-Nodal Point Regulatory Compliance Framework |
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Faith Nharara, Patricia Ndlovu |
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| Vol 15, No 1 (2025) |
Caregiver’s experiences in supporting trauma-affected foster children in South Africa |
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Rosemary Madzore, Lina M. Methi |
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| Vol 15, No 1 (2025) |
Developing a contextually relevant ECD milestone guide for South African practitioners |
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Keren Charge, Linette du Toit, Danielle du Plessis, Tabea Köstlin, Julia Wagner, Renata Eccles, Jeannie van der Linde, Maria du Toit |
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| Vol 15, No 1 (2025) |
Collaboration in early childhood services: Trends and patterns from a bibliometric study |
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Ebni Sholikhah, Siti L. Mubasiroh, Maryani Maryani |
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| Vol 15, No 1 (2025) |
Bilingual and scientific text reading: An eye gaze study of South African township learners |
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Tanya R. Beelders, Angela E. Stott |
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| Vol 15, No 1 (2025) |
Drama for learning in the classroom |
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Mosa N. Khasu |
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| Vol 15, No 1 (2025) |
Stakeholder perceptions of an after-school programme at a no-fee school on the Cape Flats |
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Lakin Arendse, Eleanor Ross |
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| Vol 15, No 1 (2025) |
Translanguaging in Mathematics and Life Skills classrooms in the Foundation Phase schools in Mopani District: A case study of Khelovedu dialect |
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Tsebo Ramothwala, Madoda Cekiso, Itani P. Mandende |
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| Vol 15, No 1 (2025) |
Exploring early childhood development programming in Kenya’s arid and semi-arid lands |
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Phyllis Magoma, Amina Abubakar, Martha Kaniala, Barack Aoko, Moses Esala, Joyce Marangu, Susan Nyamanya, Margaret Kabue, Siad Guyo, Abubakar Baasba, John Ng'asike, Anil Khamis, Esther Jebor Chongwo |
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| Vol 15, No 1 (2025) |
Emotional social screening tool for school readiness – Revised: IsiXhosa adaptation |
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Erica Munnik, Prenita Reddi, Mario R. Smith |
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| Vol 15, No 1 (2025) |
Number sense skills in the foundation phase through technology-enhanced mental mathematics activities |
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Mmakgabo A. Selepe, Ramashego S. Mphahlele |
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| Vol 15, No 1 (2025) |
Higher education qualifications for early childhood educators: Policy implementation challenges |
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Zelda Adendorff, Keshni Bipath |
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| Vol 15, No 1 (2025) |
Exploring how two assessment tools evaluated six learners’ approaches to solving base ten additive tasks |
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Corin D. Mathews |
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| Vol 15, No 1 (2025) |
Children’s theatre play production as an integrated arts pedagogy in the foundation phase: A case study |
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Absolum D. Nkosi |
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| Vol 15, No 1 (2025) |
Servant leadership attributes for raising teacher morale in primary schools |
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Roseline K. Makirimani, Suraiya R. Naicker |
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| Vol 15, No 1 (2025) |
From mother tongue to English: A language policy shift at a multilingual township school in Gauteng |
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Rockie Sibanda, Lina P. Tshehla |
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| Vol 15, No 1 (2025) |
A collaborative parent-teacher model for religious moderation education in early childhood in Indonesia |
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M. Suyuti Yusuf, Hadi Pajarianto, Baso Sulaiman |
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| Vol 14, No 1 (2024) |
‘We grow together.’ Parent participation in an early childhood care and education centre |
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Ailsa S. Connelly, Naseema Shaik, Agnes Chigona |
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| Vol 14, No 1 (2024) |
Educators’ perspective on parental involvement in homework at a rural primary school in Palala |
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Hlongolane A. Seleka, Charles S. Masoabi |
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| Vol 14, No 1 (2024) |
Does it matter if some learners read slowly? Exploring relationships between reading comprehension and oral reading fluency |
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Fungai Mutema, Elizabeth J. Pretorius |
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| Vol 14, No 1 (2024) |
Motor milestones and physical activity: A scoping review of ECD practitioners’ contributions |
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Vanessa Gibson, Elna van der Merwe, Brenda A. Coetzee |
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| Vol 14, No 1 (2024) |
10-year-olds reading for meaning? A study of Sesotho Grade 4 learners’ foundational reading skills |
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Maria K. Vaz |
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| Vol 14, No 1 (2024) |
Orthographic knowledge as a predictor of reading and spelling in isiXhosa third graders |
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Mikaela A. Daries, Tracy N. Bowles |
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| Vol 14, No 1 (2024) |
Optimising Malaysian childcare safety performance, in light of management, and babysitting practices |
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Aidanazima Abashah, Che Azlan Taib |
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| Vol 14, No 1 (2024) |
Preferred problem-solving methods employed by Grade 4 learners for measurement word problems |
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Rajendran Govender, Stanley A. Adendorff, Shabbeer Rawoot |
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| Vol 14, No 1 (2024) |
Assessing student teachers’ knowledge of English to inform curriculum design in initial teacher education |
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Nicky Roberts, Qetelo M. Moloi, Thelma Mort |
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| Vol 14, No 1 (2024) |
Efficacy of indigenous games on literacy and numeracy development in pre-schoolers in Zambia |
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Grant M. Mwinsa, Murunwa Dagada |
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| Vol 14, No 1 (2024) |
Authentic caring in online professional development for early childhood teachers in South Africa |
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Leonie van der Westhuizen, Donna Hannaway |
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| Vol 14, No 1 (2024) |
Support services for learners with learning disabilities in mainstream classrooms using capability theory |
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Nilford Hove, Nareadi T. Phasha |
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| Vol 14, No 1 (2024) |
New home for early childhood development in the DBE: implications for ECD practitioners? |
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Lesedi S. Matlala, Patrick Molokwane |
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| Vol 14, No 1 (2024) |
Leadership discourses in early childhood education during the COVID-19 pandemic in South Africa and Finland |
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Elina Fonsen, Vivian Ruohola, Matshediso R. Modise, Sharon T. Mampane, Nkidi C. Phatudi, Päivi Kupila, Tarja Liinamaa, Hana Awad Mohamed Elhassan |
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| Vol 14, No 1 (2024) |
Translanguaging as a strategy for navigating multilingualism in peri-urban preschool classrooms |
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Sibongile J. Mahan, Nkidi C. Phatudi, Matshediso R. Modise |
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| Vol 14, No 1 (2024) |
Disorder of attention, motor control and perception in Grade 1 boys and girls |
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Monique de Milander, Robert Schall, Mareli Willemse, Jason-Paul Buchholz, Stacey-Lauren Fredericks, Hebeth R. Jonck, Leandrei van den Bergh |
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| Vol 14, No 1 (2024) |
Creating indoor learning areas to implement the Early Childhood Care and Education Curriculum |
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Zanele Zama |
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| Vol 14, No 1 (2024) |
Bridging the theory-practice divide: Reflections of school-based student teachers |
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Sarita Ramsaroop, Matshidiso F. Mahase, Nadine Petersen |
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| Vol 14, No 1 (2024) |
Acculturation of religious values in early childhood: Central Sulawesi Educational Institutions |
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Muhammad Rizal Masdul, Hadi Pajarianto, Rajindra Rajindra, Jamaluddin Ahmad, Kuliawati Kuliawati, Rahmawati Rahmawati |
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| Vol 14, No 1 (2024) |
Protective factors that enhance teacher resilience in a private school in Johannesburg |
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Tenneson Boatsi, Martyn Van Der Merwe |
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| Vol 14, No 1 (2024) |
Removing barriers to registration for early childhood development centres |
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Matshidiso V. Sello, Nicole De Wet-Billings, Khuthala Mabetha, Lerato Makuapane |
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| Vol 14, No 1 (2024) |
Using online formative assessment tools in grade 6 social sciences during the COVID-19 pandemic |
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Marnelda De Beer, Geoffrey V. Lautenbach |
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| Vol 14, No 1 (2024) |
Managing challenging behaviours in Grade 3 learners post-COVID-19 |
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Melissa S. Van Rensburg, Janet L. Condy, Peter K.M. Nyewe |
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| Vol 14, No 1 (2024) |
Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners |
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Kaylianne Aploon-Zokufa |
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| Vol 14, No 1 (2024) |
Fostering creativity in kindergarten: The impact of collaborative project-based learning |
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Parwoto Parwoto, Sitti N. Ilyas, Muhammad Y. Bachtiar, Kartini Marzuki |
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| Vol 14, No 1 (2024) |
The challenge of incorporating new methods: The case of group guided reading in South Africa |
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Ntsikohlanga Anthony Kitsili, Sarah R. Murray |
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| Vol 14, No 1 (2024) |
South African COVID-19 school closures: Impact on children and families |
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Sadiyya Haffejee, Thandi M. Simelane, Anita Mwanda |
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| Vol 14, No 1 (2024) |
Mathematics in South Africa’s Intermediate Phase: Music integration for enhanced learning |
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Marna Hendriks, Sonja Cruywagen |
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| Vol 14, No 1 (2024) |
Positive effects of a 9-week programme on fundamental movement skills of rural school children |
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Mere Idamokoro, Anita E. Pienaar, Barry Gerber, Maria M. van Gent |
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| Vol 14, No 1 (2024) |
Elementary teachers’ perspective on Nearpod in flipped classrooms |
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Elfia Sukma, Syahrul Ramadhan, Inti Ikhlasani |
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| Vol 14, No 1 (2024) |
Global proficiency framework: Analysis of national and Colleges of Education curricula in Ghana |
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Marlene Amusuglo, Antonín Jančařík |
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| Vol 14, No 1 (2024) |
No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape |
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Kelly A. Long, Tracy N. Bowles |
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| Vol 14, No 1 (2024) |
Enhancing the well-being of early childhood education practitioners working in resource-constrained contexts |
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Lesley Wood, Stef Esterhuizen |
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| Vol 14, No 1 (2024) |
Early childhood development educators’ perceptions of learners’ readiness for Grade R |
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Ngami P. Pewa, Jabulile Mzimela |
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| Vol 14, No 1 (2024) |
Implementing play pedagogies within rural early childhood development centres: Practitioners’ views |
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Mmakgabo A. Selepe, Mahudi M. Mofokeng, Blanche N. Hadebe-Ndlovu |
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| Vol 14, No 1 (2024) |
Supporting good outcomes for early childhood home-visiting programmes: Guidelines for practice |
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Kim Schmidt, Pius T. Tanga |
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| Vol 14, No 1 (2024) |
The effectiveness of Grade 3 teachers’ implementation of poetry through play pedagogies |
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Charity Z. Fynn, Blanche Ndlovu |
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| Vol 14, No 1 (2024) |
Educators’ experiences of teaching learners with hearing loss in inclusive classrooms |
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Hella M.T.E. Moustache, Musa Makhoba |
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| Vol 14, No 1 (2024) |
Academic language proficiency of student teachers in a Namibian University |
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Frieda N. Shingenge |
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| Vol 14, No 1 (2024) |
Hidden traumas of coloniality of a South African child who received an academic scholarship |
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Marcina Singh |
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| Vol 14, No 1 (2024) |
A comparative study of learning outcomes for hearing-impaired foundation phase learners |
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Aisha Casoojee, Katijah Khoza-Shangase, Amisha Kanji |
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| Vol 14, No 1 (2024) |
Learning activities used for reading literacy instruction in selected Namibian primary schools |
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Naftal Gabriel, Nhlanhla Mpofu |
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| Vol 14, No 1 (2024) |
Digital learning in childhood: Possibilities for pedagogical transformation in South Africa |
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Donna Hannaway |
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| Vol 14, No 1 (2024) |
The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers |
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Mamontsuoe J.L. Maraisane, Loyiso C. Jita, Thuthukile Jita |
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| Vol 14, No 1 (2024) |
Guided play as a pedagogical tool for the early grades |
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Lerato B. Ndabezitha, Sarah Gravett |
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| Vol 14, No 1 (2024) |
Physical Education delivery in the intermediate schooling phase in South African public schools |
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Clinton D. Swanepoel, Charl J. Roux |
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| Vol 14, No 1 (2024) |
Early childhood practitioners’ awareness of gross motor milestone acquisition and movement guidelines |
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Vanessa Gibson, Elna van der Merwe, Brenda A. Coetzee |
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| Vol 14, No 1 (2024) |
From word recognition skills to reading for the meaning of a science text |
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Kelsi J. Arends, Kathleen Fonseca |
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| Vol 14, No 1 (2024) |
Managing self-regulatory behaviour in young autistic children in the Western Cape, South Africa |
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Sunkiree Veerasamy |
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| Vol 13, No 1 (2023) |
Parental involvement in the case of primary school children with autism during COVID-19 |
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Mareli Janse van Rensburg, Mary G. Clasquin-Johnson |
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| Vol 13, No 1 (2023) |
Investigating critical citizenship education within primary school art curriculum |
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Monique Putter, Elmarie Costandius |
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| Vol 13, No 1 (2023) |
South African teachers work with division actions in Grade 3 |
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Corin D. Mathews |
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| Vol 13, No 1 (2023) |
Enhancing visual-motor integration and visual perception of 6-year-old children |
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Elna van der Merwe, Catelen Briedenhann, Bianka Reyneke |
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| Vol 13, No 1 (2023) |
What mathematics do Grade 7 learners take to high school in the context of the COVID-19 pandemic? |
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Craig Pournara, Lynn Bowie |
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| Vol 13, No 1 (2023) |
Integral education and Ubuntu: A participatory action research project in South Africa |
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Kanyakumarie Padayachee, Savathrie Maistry, Geoffrey T. Harris, Darren Lortan |
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| Vol 13, No 1 (2023) |
In word and deed: Embodying early literacy learning in gestures and postures |
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Caroline R. van der Mescht |
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| Vol 13, No 1 (2023) |
How character strengths of autistic learners aid primary school educators in the class: An exploratory study |
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Chantel Snyman, Chrizanne Van Eeden, Marita Heyns |
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| Vol 13, No 1 (2023) |
Grade 6 primary school learners’ views on minibus taxis and their drivers |
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Zetta van Eck, Johan Wassermann, Clinton D. van der Merwe |
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| Vol 13, No 1 (2023) |
Teachers’ perceptions on the need to use digital storytelling based on local wisdom to improve writing skills |
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Robiatul Munajah, Mohammad S. Sumantri, Yufiarti Yufiarti |
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| Vol 13, No 1 (2023) |
Exploring a contemporary picturebook with young readers in the foundation phase |
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Makeeda N. Phekani |
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| Vol 13, No 1 (2023) |
Predicting primary and middle-school students’ preferences for online learning with machine learning |
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V. Selvakumar, Tilak Pakki Venkata, Teja Pakki Venkata, Shubham Singh |
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| Vol 13, No 1 (2023) |
Using visual representations to enhance isiXhosa home language learners’ mathematical understanding |
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Tanja Coetzer, Candice Livingston, Elna Barnard |
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| Vol 13, No 1 (2023) |
‘Failing to progress’ or not being supported to make progress? Examining variability in reading |
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Belden Liswaniso |
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| Vol 13, No 1 (2023) |
Executive function and pre-academic skills in preschoolers from South Africa |
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Caylee J. Cook, Steven Howard, Gaia Scerif, Rhian Twine, Kathleen Kahn, Shane Norris, Catherine Draper |
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| Vol 13, No 1 (2023) |
Infusing 21st-century competencies into scripted foundation phase literacy lessons |
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Semoni Cancelliere, Sarita Ramsaroop, Nadine Petersen |
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| Vol 13, No 1 (2023) |
Student teachers’ preparedness to raise awareness about bullying among Grade R learners |
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Daphney Mawila, Lucia Munongi, Nancy M.P. Mabaso |
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| Vol 13, No 1 (2023) |
Early Childhood Care and Education in Botswana: Implications for access and quality |
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Lebogang J. Pillar, Shanil J. Haricharan |
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| Vol 13, No 1 (2023) |
Normal ranges for proprioceptive tasks in 6-year-old children in Mangaung |
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Carmen Bonafede, Elna Van der Merwe |
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| Vol 13, No 1 (2023) |
The potential burden experienced by South African caregivers of children with severe intellectual disability |
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Pauli Van der Mescht, Salome Geertsema, Mia le Roux, Marien A. Graham, Ensa Johnson |
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