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| Issue |
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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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| 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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