Vol 15, No 1 (2025)

• Advancing neurodiversity in education, guest edited by Prof. Maximus Monaheng Sefotho ( 0000-0003-0704-1983) and Prof. Veronica Dwarika ( 0000-0001-9849-5379). This collection contributes to the journal by exploring the concept of neurodiversity in the context of primary education in South Africa. Through interdisciplinary and locally grounded contributions, the articles examine issues of equity, inclusion, and support for neurodivergent learners in Grades R–7. Framed around the theme 'Advancing neurodiversity in education for equity, inclusion and employability' the collection highlights emerging educational responses to neurodiversity, offering practical approaches that promote accessible learning environments and lifelong developmental opportunities for all children.

Vol 14, No 1 (2024)

• Interrogating Coloniality in South African Primary Schools, guest edited by Dr. Marcina Singh ( 0000-0002-2721-7555) and Prof. Jonathan Jansen ( 0000-0002-8614-5678). This collection contributes to the journal by critically engaging with the impact and legacy of coloniality in South African primary education. Through both empirical studies and theoretical analyses, the articles explore how (de)colonial thinking influences pedagogy, curriculum, teacher identity, and learner experience in Grades R–7. The collection aligns with the journal’s focus by rooting its contributions in the everyday realities of primary schooling, while offering fresh perspectives on equity, inclusion, and transformation in childhood education.

• Mental mathematics and number sense in the early grades, guest edited by Prof. Mellony Graven ( 0000-0002-8021-3959), Dr. Corin Mathews ( 0000-0001-6666-0501), Prof. Hamsa Venkat ( 0000-0002-6453-1623) and Dr. Lise Westaway ( 0000-0001-6060-172X). This collection contributes to the journal by focusing on the development of mental mathematics and number sense among learners in the Foundation Phase. The articles offer insights into effective teaching strategies, cognitive development, and curriculum alignment aimed at strengthening early mathematical thinking. By addressing core challenges and opportunities in early mathematics education, the collection advances evidence-based practices within South African primary school classrooms.

Vol 13, No 1 (2023)

Vol 12, No 1 (2022)

Includes the topical collection on Early Childhood Development in Theory and Practice, sub-edited by Andy Carolin (University of Johannesburg, South Africa).

Vol 11, No 1 (2021)

Includes special collections:
• Supporting Excellence in Early Childhood Mathematics Education, sub-edited by Nicky Roberts (University of Johannesburg, South Africa), Catherine Paolucci (Worcester Polytechnic Institute, United States of America) and Erna Lampen (University of Stellenbosch, South Africa)
• Early Childhood Development in Theory and Practice, sub-edited by Andy Carolin (University of Johannesburg, South Africa)

Vol 10, No 1 (2020)

Includes special collections:
• Supporting Excellence in Early Childhood Mathematics Education, sub-edited by Nicky Roberts (University of Johannesburg, South Africa), Catherine Paolucci (Worcester Polytechnic Institute, United States of America) and Erna Lampen (University of Stellenbosch, South Africa)
• Early Childhood Development in Theory and Practice, sub-edited by Andy Carolin (University of Johannesburg, South Africa)

Vol 9, No 1 (2019)

Includes special collections:
• Teaching and learning: mathematics, science, design, technology in the Early Years
• Reducing inequalities in and through literacy in the early years of schooling
• Teacher education for the primary school and the perennial problem of practice

Vol 8, No 2 (2018)

Teaching and learning mathematics, sciences, design and technology in the Early Years

Vol 8, No 1 (2018)

Vol 7, No 1 (2017)

Vol 6, No 2 (2016)

Early Childhood Education in Disadvantage Contexts

Vol 6, No 1 (2016)

Vol 5, No 3 (2015)

Vol 5, No 2 (2015)

Vol 5, No 1 (2015)

Vol 4, No 3 (2014)

Vol 4, No 2 (2014)

Vol 4, No 1 (2014)

Vol 3, No 2 (2013)

Vol 3, No 1 (2013)

Vol 2, No 2 (2012)

Vol 2, No 1 (2012)

Vol 1, No 2 (2011)

Vol 1, No 1 (2011)