Author Details

Excell, Lorayne, University of the Witwatersrand, South Africa

Vol 4, No 1 (2014) - Original Research
We are workshopped: problematising Foundation Phase teachers’ identity constructions
Abstract PDF
Vol 1, No 2 (2011) - Original Research
Move to literacy: fanning emergent literacy in early childhood education in a
Abstract PDF

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South African Journal of Childhood Education | ISSN: 2223-7674 (PRINT) | ISSN: 2223-7682 (ONLINE)