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