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| Issue |
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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) |
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) |
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) |
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) |
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) |
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) |
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) |
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) |
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 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) |
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 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) |
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) |
An overview of key datasets in education in South Africa |
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Chris Van Wyk |
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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) |
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) |
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 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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