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| Vol 14, No 1 (2024) |
A review of trauma-informed neuroscientific theory to unpack the early childhood education teacher’s pastoral role in South Africa |
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Corinne Meier |
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| Vol 14, No 1 (2024) |
Feasibility of introducing digital music skills into South African primary school curriculum |
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Sakhiseni J. Yende |
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| Vol 14, No 1 (2024) |
Methods, didactic strategies, and educational experiences with ICT for pre-reading in childhood |
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Gustavo H. Orozco Cazco, Martha L. Ávalos Obregón, Nancy I. Usca Pinduisaca, Oscar I. Imbaquingo Cobagango |
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| Vol 13, No 1 (2023) |
School readiness in South Africa: Concept analysis and plain language summary |
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Monique de Wit, Sylnita Swartz-Filies, Janke van der Walt, Casey Clarke, Liezl Worship, Carli Smit, Darelle van Greunen, Nicola Plastow |
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| Vol 13, No 1 (2023) |
Perspectives in eye-tracking technology for applications in education |
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Raimundo da Silva Soares Jr, Candida Barreto, João R. Sato |
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| Vol 12, No 1 (2022) |
Teaching English home language to foundation phase learners from diverse backgrounds |
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Zanele Mtshali, Nontokozo Mashiya |
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| Vol 12, No 1 (2022) |
Functional near-infrared spectroscopy as a tool to assess brain activity in educational settings: An introduction for educational researchers |
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Candida Barreto, Mojtaba Soltanlou |
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| Vol 12, No 1 (2022) |
Priorities for access to early childhood development services for children with disabilities in South Africa |
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Amani Karisa, Chantal Samuels, Brian Watermeyer, Judith McKenzie, Richard Vergunst |
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| Vol 11, No 1 (2021) |
A review of South African primary school literacy interventions from 2005 to 2020 |
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Cathryn Meiklejohn, Lise Westaway, Ashley F.H. Westaway, Kelly A. Long |
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| Vol 11, No 1 (2021) |
Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana |
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Elisa L. Bawani, Ramashego S.S. Mphahlele |
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| Vol 11, No 1 (2021) |
The impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers |
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Ifunanya J.A. Ubah |
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| Vol 10, No 1 (2020) |
Expanding vocabulary and sight word growth through guided play in a pre-primary classroom |
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Annaly M. Strauss, Keshni Bipath |
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| Vol 10, No 1 (2020) |
Long-term effects of childhood speech and language disorders: A scoping review |
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Danette Langbecker, Centaine L. Snoswell, Anthony C. Smith, Jedidja Verboom, Liam J. Caffery |
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| Vol 10, No 1 (2020) |
A snapshot of early childhood care and education in South Africa: Institutional offerings, challenges and recommendations |
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Giulietta D. Harrison |
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| Vol 10, No 1 (2020) |
Family literacy programmes in South Africa: Should we take note? |
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Sarlina G. le Roux |
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| Vol 10, No 1 (2020) |
An analysis of the results of literacy assessments conducted in South African primary schools |
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Radhamoney Govender, Anna J. Hugo |
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| Vol 6, No 1 (2016) |
Mindful awareness in early childhood education |
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Suvi H. Nieminen, Nina Sajaniemi |
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