Section Details


Original Research

 
Issue Title
 
Vol 5, No 1 (2015) The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools Abstract   PDF
Anna-Marie Wium, Brenda Louw
 
Vol 5, No 1 (2015) The role of working memory in childhood education: Five questions and answers Abstract   PDF
Kate Cockcroft
 
Vol 4, No 3 (2014) A research base for teaching in primary school: a coherent scholarly focus on the object of learning Abstract   PDF
Ruksana Osman, Shirley Booth
 
Vol 4, No 3 (2014) Towards a governance and management model for teaching schools in South Africa Abstract   PDF
Sarah Gravett, Coert Loock
 
Vol 4, No 3 (2014) ‘Minding the gap?’ A national foundation phase teacher supply and demand analysis: 2012-2020 Abstract   PDF
Whitfield Green, Michael Adendorff, B Mathebula
 
Vol 4, No 3 (2014) Becoming a (male) foundation phase teacher: A need in South African schools? Abstract   PDF
Nontokoza Mashiya
 
Vol 4, No 3 (2014) Critical reflections on the PGCE (Foundation Phase) qualification in South Africa Abstract   PDF
Clare Verbeek
 
Vol 4, No 3 (2014) The reading literacy profiles of first-year BEd foundation phase students Abstract   PDF
Carisma Nel, Aninda Adam
 
Vol 4, No 3 (2014) Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase) Abstract   PDF
Zubeida Desai, Vuyokazi Nomlomo
 
Vol 4, No 3 (2014) Foundation phase teachers’ (limited) knowledge of geometry Abstract   PDF
Kakoma Luneta
 
Vol 4, No 3 (2014) ‘Learning walks’: Dialogic spaces for integrating theory and practice in a renewed BEd foundation phase curriculum Abstract   PDF
Denise Zinn, Deidre Geduld, Aletta Delport, Christina Jordaan
 
Vol 4, No 3 (2014) Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers Abstract   PDF
Gadija Mia Petker, Nadine Petersen
 
Vol 4, No 3 (2014) Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: the ‘Calculia’ programme Abstract   PDF
Annemarie Fritz-Stratmann, Antje Ehlert, Gabriele Klüsener
 
Vol 4, No 2 (2014) A mathematics competence test for Grade 1 children migrates from Germany to South Africa Abstract   PDF
Annemarie Agnes Fritz-Stratmann, Lars Balzer, Roelien Herholdt, Lara Ragpot, Antje Ehlert
 
Vol 4, No 2 (2014) Approaches to teaching primary level mathematics Abstract   PDF
Caroline Long, Tim Dunne
 
Vol 4, No 2 (2014) South African teachers’ use of national assessment data Abstract   PDF
Anil Kanjee, Qetelo Moloi
 
Vol 4, No 2 (2014) Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius Abstract   PDF
Aruna Ankiah-Gangadeen, Michael Anthony Samuel
 
Vol 4, No 2 (2014) What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes? Abstract   PDF
Janet Condy, Bernita Blease
 
Vol 4, No 2 (2014) Inclusive education and insufficient school readiness in Grade 1: Policy versus practice Abstract   PDF
Marietjie Bruwer, Cycil Hartell, Miemsie Steyn
 
Vol 4, No 2 (2014) A foundation for foundation phase teacher education: Making wise educational judgements Abstract   PDF
Karin Murris, Clare Verbeek
 
Vol 4, No 2 (2014) The readability of two Grade 4 natural sciences textbooks for South African schools Abstract   PDF
Lucy Sibanda
 
Vol 4, No 2 (2014) Film as teacher education genre: Developing student agency in the production of #Taximaths – How children make their world mathematical Abstract   PDF
Lara Ragpot
 
Vol 4, No 2 (2014) Ethical considerations in educational research involving children: Implications for educational researchers in South Africa Abstract   PDF
Jace Pillay
 
Vol 4, No 2 (2014) Review: Van den Heuvel-Panhuizen M, Kuehne C & Lombard A-P. 2014. Learning Pathway for Number in the Early Primary Grades. South Africa. Abstract   PDF
Mike Askew
 
Vol 4, No 2 (2014) Rethinking early school transitions as social transactions Abstract   PDF
Irma Eloff, Elaney Nieuwenhuys, Melanie Moen
 
Vol 4, No 1 (2014) An error analysis in the early grades mathematics – a learning opportunity? Abstract   PDF
Roelien Herholdt, Ingrid Sapire
 
Vol 4, No 1 (2014) Problematizing the concept ‘epistemological access’: A review of literature Abstract   PDF
Lucinda du Plooy
 
Vol 4, No 1 (2014) Childhood education student teachers responses to a simulation game on food security Abstract   PDF
Nadine Felicity Petersen
 
Vol 4, No 1 (2014) The use of workbooks in South African grade 3 mathematics classrooms Abstract   PDF
Manono Mdluli
 
Vol 4, No 1 (2014) A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views Abstract   PDF
Lyn Kok
 
Vol 4, No 1 (2014) Improving some cognitive functions, specifically executive functions in grade R learners Abstract   PDF
Stef Esterhuizen
 
Vol 4, No 1 (2014) Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching Abstract   PDF
Nici Rousseau
 
Vol 4, No 1 (2014) We are workshopped: problematising Foundation Phase teachers’ identity constructions Abstract   PDF
Lorayne Excell
 
Vol 4, No 1 (2014) Bridging the Gap between Advantaged and Disadvantaged Children: Abstract   PDF
Caroline Fitzpatrick
 
Vol 4, No 1 (2014) Structural and social constraints influencing HIV/AIDS teaching in Malawi primary schools Abstract   PDF
Grames Ghirwa
 
Vol 4, No 1 (2014) Masekitlana re-membered: A performance-based ethnography of South African black children’s pretend play Abstract   PDF
Esther Ofenste Phetlhu
 
Vol 1, No 1 (2011) “Mama does not speak that (language) to me”: indigenous languages, educa-tional opportunity and black African preschoolers Abstract   PDF
Vuyisile Msila
 
Vol 3, No 2 (2013) Making sense of experience in preschool: Children’s encounters with numeracy and literacy through inquiry Abstract   PDF
Marjorie Ann Henningsen
 
Vol 3, No 2 (2013) South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework Abstract   PDF
Elizabeth Henning
 
Vol 3, No 2 (2013) A learning pathway for whole numbers that informs mathematics teaching in the early years Abstract   PDF
Cally Kuhne
 
Vol 3, No 2 (2013) Exploring links between foundation phase teachers’ content knowledge and their example spaces Abstract   PDF
Samantha Morrison
 
Vol 3, No 2 (2013) Locating the difference: A comparison of pedagogic strategies in high and low performing schools Abstract   PDF
Kaylianne Rialda Aploon-Zokufa
 
Vol 3, No 2 (2013) Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments Abstract   PDF
Mellony Graven
 
Vol 3, No 2 (2013) Mediating learning number bonds through a Vygotskian lens of scientific concepts Abstract   PDF
Mike Askew
 
Vol 3, No 2 (2013) Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks Abstract   PDF
Robert J Wright
 
Vol 3, No 1 (2013) Core knowledge and working memory as prerequisites of early school arithmetic Abstract   PDF
Dominique Arndt
 
Vol 3, No 1 (2013) Development of numerical concepts Abstract   PDF
Sabine Peucker
 
Vol 3, No 1 (2013) Development of mathematical concepts as basis for an elaborated mathematical understanding Abstract   PDF
Annemarie Agnes Fritz-Stratmann
 
Vol 3, No 1 (2013) Realising pre-school mathematical education – a development-oriented math programme with special consideration of phonological language processing aspects Abstract   PDF
Petra Langhorst
 
Vol 3, No 1 (2013) Natural differentiation in the teaching of mathematics to children starting school Abstract   PDF
Petra Scherer
 
Vol 3, No 1 (2013) Evaluation of maths training programme for children with learning difficulties Abstract   PDF
Antje Ehlert
 
Vol 3, No 1 (2013) Forging a research community of practice to find out how South African children make their world mathematical Abstract   PDF
Elizabeth Henning
 
Vol 2, No 2 (2012) Cracking the Vocabulary Code in Mathematics in the Foundation Phase Abstract   PDF
Carisma Nel
 
Vol 2, No 2 (2012) Crossing the “Theory-practice Divide”: Learning to Be(come) a Teacher Abstract   PDF
Sarah Gravett
 
Vol 2, No 2 (2012) Test items and translation: capturing early conceptual development in mathematics reliably? Abstract   PDF
Graham Dampier, Daphney Mawila
 
Vol 2, No 2 (2012) Can we afford to wait any longer? Pre-school children are ready to learn mathematics Abstract   PDF
Nosisi Nellie Feza
 
Vol 2, No 2 (2012) Reading in Two Languages: Evidence from Miscue Analysis Abstract   PDF
Brian Ramadiro
 
Vol 2, No 2 (2012) Exploring the Role of the Speech-language Therapist in City Centre Preschools Abstract   PDF
Sandra du Plessis
 
Vol 2, No 2 (2012) Early Childhood Education, Child Development and School Readiness: Evidence from Zambia Abstract   PDF
Stephanie Simmons Zuilkowski, Gunther Fink, Corrina Moucheraud, Beatrice Matafwali
 
Vol 2, No 2 (2012) Reading Literacy within a Teacher Preparation Programme: What we Know and What we Should Know Abstract   PDF
Zelda Elizabeth van der Merwe, Carisma Nel
 
Vol 2, No 2 (2012) A Bird’s Eye View on the Status of the Module “Life Skills” in the Foundation Phase at Higher Education Institutions in South Africa Abstract   PDF
Miemsie Steyn, Nicoleen Schuld, Cycil Hartell
 
Vol 2, No 2 (2012) Self-Esteem Among Children in Grade R in an Urban South African School Abstract   PDF
Anita Keller, Manfred Max Bergman
 
Vol 2, No 1 (2012) Strengthening foundation phase teacher education through mentoring Abstract   PDF
Kerryn Dixon
 
Vol 2, No 1 (2012) Accessing and assessing young learner’s mathematical dispositions Abstract   PDF
mellony Graven
 
Vol 2, No 1 (2012) Teaching natural science in the foundation phase: Teachers’ understanding of the natural science curriculum Abstract   PDF
Angela James
 
Vol 2, No 1 (2012) Learning and teaching natural science in the early years: A case study of three different contexts Abstract   PDF
Angela James
 
Vol 2, No 1 (2012) Linguistic liminality in the early years of school: Urban South African children ‘betwixt and between’1 languages of learning Abstract   PDF
Elizabeth Henning
 
Vol 2, No 1 (2012) Challenges facing the early childhood development sector in South Africa Abstract   PDF
Eric Atmore
 
Vol 2, No 1 (2012) Methodology and theory in a rural ECD research project: Capturing Mogwase in ‘becoming’ Abstract   PDF
Sonja van der Vyver
 
Vol 2, No 1 (2012) Ready or not: Kindergarten classroom engagement as an indicator of child school readiness Abstract   PDF
Caroline Fitzpatrick
 
Vol 1, No 2 (2011) Move to literacy: fanning emergent literacy in early childhood education in a Abstract   PDF
Lorayne Excell
 
Vol 1, No 2 (2011) Deficiencies within the education system with regard to perceptual motor learning Abstract   PDF
Myrtle Erasmus
 
Vol 1, No 2 (2011) Levels of well-being and involvement of young children in centre-based provision in Abstract   PDF
Bart Declercq
 
Vol 1, No 2 (2011) Voices from different cultures: Foundation Phase students’ understanding across Abstract   PDF
Annalie Botha
 
Vol 1, No 2 (2011) Pre-school children’s understanding of Mathematical patterns Abstract   PDF
Erica Hutchinson
 
Vol 1, No 2 (2011) Playing into gender stereotyping in a preschool theatre production Abstract   PDF
Elzette Fritz
 
Vol 1, No 1 (2011) Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners Abstract   PDF
Diana Soares De Sousa
 
Vol 1, No 2 (2011) Philosophy for children in South African schools: its role for citizens-in-waiting Abstract   PDF
Thokozani Mathebula
 
Vol 1, No 1 (2011) IsiZulu and English in KwaZulu-Natal rural schools: how teachers fear failure and opt for English Abstract   PDF
Nontokoza Mashiya
 
Vol 1, No 2 (2011) How Grade R pupils make sense of the ‘scientist’ and ‘science’ Abstract   PDF
Umesh Dewnarain Ramnarain
 
Vol 1, No 1 (2011) The cultural context of development: language as a means for thinking and problem-solving Abstract   PDF
Azwihangwisi Muthivhi
 
Vol 1, No 2 (2011) The endangered subject of quality Visual Art education Abstract   PDF
Georina Westraadt
 
Vol 1, No 2 (2011) Quality Visual Drop-in centres as a community response Abstract   PDF
Sithabile Ntombela
 
Vol 1, No 1 (2011) First additional language teaching in the foundation phase of schools in disadvantaged areas Abstract   PDF
Ellen Lenyai
 
Vol 1, No 2 (2011) Child-caregiver attachment, self-evaluation and cognitive development in a group of Abstract   PDF
Marichelle van Deventer
 
Vol 1, No 1 (2011) The research reported in this article was conducted from a socio-environmental perspective on learners’ school readiness when entering Grade 1, as well as their school performance in Grade 1 and again in Grade 4. The relation between school readiness and Abstract   PDF
Erna van Zyl
 
Vol 1, No 2 (2011) The educational and psychological support of educators to include learners from childheaded Abstract   PDF
Nadia Taggart
 
Vol 1, No 1 (2011) Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education Abstract   PDF
Linda van Laren
 
Vol 1, No 1 (2011) Foundation phase teacher provision by public higher education institutions in South Africa Abstract   PDF
Whitfield Green
 
Vol 1, No 2 (2011) The unavoidable need for distributed cognition in teaching literacy Abstract   PDF
Catherine Elizabeth Snow
 
Vol 1, No 2 (2011) The identification of sensory processing difficulties of learners experiencing Abstract   PDF
Petronella Susanna de Jager
 
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