 Original Research |
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| | · Pre-service teachers' perception of values education in the South African physical education curriculum
Roux, Charl J.; Dasoo, Nazreen
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| | · Noise, screaming and shouting: Classroom acoustics and teachers' perceptions of their voice in a developing country
Pillay, Dhanashree; Vieira, Bianca L.
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| | · Investigating the comprehension iceberg: Developing empirical benchmarks for early-grade reading in agglutinating African languages
Spaull, Nicholas; Pretorius, Elizabeth; Mohohlwane, Nompumelelo
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| | · Questioning techniques used by Foundation Phase Education students teaching mathematical problem-solving
Steyn, Gina; Adendorff, Stanley A.
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| | · Using a phone-based learning tool as an instructional resource for initial literacy learning in rural African families
Nshimbi, Jacob C.; Serpell, Robert; Westerholm, Jari
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| | · A mathematics teacher's response to a dilemma: 'I'm supposed to teach them in English but they don't understand'
Robertson, Sally-Ann; Graven, Mellony
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| | · Overcrowded classrooms - The Achilles heel of South African education?
West, Joyce; Meier, Corinne
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| | |
| | · Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children
Nakawa, Nagisa
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| | |
| | · Exploring primary school teachers' use of formative assessment across fee and no-fee schools
Kanjee, Anil
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| | · Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school
Fitzpatrick, Caroline; Archambault, Isabelle; Barnett, Tracie; Pagani, Linda
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| | · The triple cocktail programme to improve the teaching of reading: Types of engagement
Motilal, Geeta B.; Fleisch, Brahm
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| | |
| | · An exploration of in-service teachers' understanding of teaching mathematics in Grade R classrooms: A case study of Grade R in Lesotho University of KwaZulu-Natal, South Africa
Setoromo, Mamasiphole; Hadebe-Ndlovu, Blanche
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| | · Parental involvement and learners' performance in rural basic schools of Zambia
Simweleba, Never H.; Serpell, Robert
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| | |
| Review Article |
| | |
| | · Constructivism-led assistive technology: An experiment at a Namibian special primary school
Abiatal, Loide K.S.; Howard, Grant R.
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| | |
| | · An analysis of the results of literacy assessments conducted in South African primary schools
Govender, Radhamoney; Hugo, Anna J.
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| | |
| Original Research |
| | |
| | · The delivery of primary school physical education in South African public schools: The perceptions of educators
Roux, Kobus C.J.
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| | |
| | · Student teachers' views of their experiences in a Bachelor's programme
van Heerden, Sene; Sayed, Yusuf; McDonald, Zahraa
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| | |
| | · Grade R teachers' understanding of reflective practice
Connelly, Ailsa S.; Shaik, Naseema; Mosito, Cina
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| | |
| | · Perspectives of teachers on causes of children's maladaptive behaviour in the upper primary school level: A case of Hhohho Region, Eswatini
Mafumbate, Racheal; Mkhatjwa, Nompendulo
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| | |
| Review Article |
| | |
| | · Family literacy programmes in South Africa: Should we take note?
le Roux, Sarlina G.
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| | |
| | · A snapshot of early childhood care and education in South Africa: Institutional offerings, challenges and recommendations
Harrison, Giulietta D.
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| | |
| Original Research |
| | |
| | · Relationship between academic achievement, visual-motor integration, gender and socio-economic status: North-West Child Health Integrated with Learning and Development study
Coetzee, Dané; Pienaar, Anita E.; van Wyk, Yolanda
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| | |
| | · Prevalence of possible developmental coordination disorder among Grade 1 learners in low socio-economic environments in Mangaung, South Africa
du Plessis, Alretha Margaretha; de Milander, Monique; Coetzee, Frederick Francois; Nel, Mariette
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| | |
| | · Physical education and health as a child's right: Reflections on the Soweto Active Schools programme
Burnett-Louw, Cora
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| | |
| | · An alternative term to make comprehensive sexuality education more acceptable in childhood
Cacciatore, Raisa; Ingman-Friberg, Susanne; Apter, Dan; Sajaniemi, Nina; Kaltiala, Riittakerttu
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| | |
| | · Preservice teachers' perception of longitudinal child development field coursework at a university-affiliated teaching school
Ragpot, Larra
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| | |
| | · A study of pedagogical leadership plans in early childhood education settings in Finland
Heikka, Johanna E.; Kahila, Sanni K.; Suhonen, Katja K.
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| | |
| Review Article |
| | |
| | · Long-term effects of childhood speech and language disorders: A scoping review
Langbecker, Danette; Snoswell, Centaine L.; Smith, Anthony C.; Verboom, Jedidja; Caffery, Liam J.
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| | |
| Original Research |
| | |
| | · English as an additional language: Professional development needs of early childhood practitioners in historically disadvantaged contexts
Milton, Carmen; du Plessis, Sandra; van der Heever, Hendry
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| | |
| Review Article |
| | |
| | · Expanding vocabulary and sight word growth through guided play in a pre-primary classroom
Strauss, Annaly M.; Bipath, Keshni
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| | |
| | · Expanding vocabulary and sight word growth through guided play in a pre-primary classroom
Strauss, Annaly M.; Bipath, Keshni
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| | |
| Original Research |
| | |
| | · Young students' understanding of mathematical equivalence across different schools in South Africa
McAuliffe, Sharon; Tambara, Cosmas; Simsek, Emine
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| | |
| Editorial |
| | |
| | · Editorial
Henning, Elizabeth; Brink, Sonja; Carolin, Andy
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| | |
| Original Research |
| | |
| | · Specialised education makes a difference in preschool teachers' knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden
Bose, Kabita; Bäckman, Kerstin
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| | |
| | · Foundation Phase teachers' understanding of attention deficit hyperactivity disorder at Johannesburg independent schools
Jaye, Tamara H.; Levy, Cecil; Majakwara, Jacob; Hanson, Sheri
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| | |
| | · Teachers' experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers
Braude, Simone; Dwarika, Veronica
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| | |
| | · Weak central coherence is a syndrome of autism spectrum disorder during teacher-learner task instructions
de Jager, Petronella S.; Condy, Janet
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| | |
| | · The interface between early numeracy, language and learning environments: Pedagogical implications
Bezuidenhout, Hanrie S.
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| | |
| | · Longitudinal effects of stunting and wasting on academic performance of primary school boys: The North-West Child-Health-Integrated-Learning and Development study
Coetzee, Dané; du Plessis, Wilmarié; van Staden, Deidré
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| | |
| | · Early childhood development teachers' perceptions on the use of technology in teaching young children
Ogegbo, Ayodele A.; Aina, Adebunmi
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| | |
| | · Conceptual and representational confusion: An analysis of three foundation phase teachers' descriptions of how they teach division
Ramsingh, Valerie
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| | |
| | · Strengthening comprehensive sexuality education in the curriculum for the early grades
Venketsamy, Thungavel; Kinear, Jenny
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| | |
| | · How language challenges affect the behaviour of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa
Babane, Vusiwana C.
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| | |
| | · Teachers' engagement with learners in inclusive foundation phase classrooms
Skae, Vera A.; Brown, Bruce J.L.; Wilmot, Pamela D.
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| | |
| | · Recognising developmental coordination disorder in Foundation Phase classrooms
Winson, Nicola L.; Fourie, Jean V.
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| | |
| | · Counting the cost: COVID-19 school closures in South Africa and its impact on children
Spaull, Nic; van der Berg, Servaas
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All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License
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