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| Vol 12, No 1 (2022) |
Play-based pedagogy for oral communication in early grade and preschool classrooms |
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Martin C. Ekeh, Roy Venketsamy, Nkhensani S. Thuketana, Ina Joubert |
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| Vol 12, No 1 (2022) |
How educators commit to enhancing children’s participation in early childhood education pedagogical plans |
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Johanna Heikka, Titta Kettukangas, Leena Turja, Nina Heiskanen |
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| Vol 12, No 1 (2022) |
Play-based pedagogy: An approach to advance young children’s holistic development |
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Prosper Lunga, Stef Esterhuizen, Mariette Koen |
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| Vol 12, No 1 (2022) |
Towards circles of care and education: Exploring understandings of quality in early childhood development |
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Lucy R. O'Keeffe, Susan L. Southwood, Nicci Hayes |
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| Vol 12, No 1 (2022) |
Litigation and social mobilisation for early childhood development during COVID-19 and beyond |
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Nurina Ally, Rubeena Parker, Tess N. Peacock |
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| Vol 12, No 1 (2022) |
The effect of a parental mHealth resource on language outcomes in 4- to 5-year-old children |
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Elizabeth W. Le Roux, Renata Eccles, Shabnam Abdoola, Marien Graham, Jeannie van der Linde |
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| Vol 12, No 1 (2022) |
Availability and use of infrastructural resources in promoting quality early childhood care and education in registered early childhood development centres |
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Adebunmi Y. Aina, Keshni Bipath |
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| Vol 11, No 1 (2021) |
Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho |
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Arone C. Koloti, Thuthukile Jita |
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| Vol 11, No 1 (2021) |
An early grade science, technology, engineering and mathematics dialogue reading programme: The development of a conceptual framework |
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Hanrie S. Bezuidenhout |
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| Vol 11, No 1 (2021) |
Everyday literacy practices: Normalising the school literate child |
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Colwyn D. Martin |
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