| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
The relationship between pre-service trainee teachers and learners in the foundation phase
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
The everyday experiences of early childhood caregivers: challenges in an under-resourced community
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The unavoidable need for distributed cognition in teaching literacy
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The use of isiXhosa children’s poetry as a tool to integrate literacy, mathematics and life skills in Foundation Phase : Grade R-3
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The South African national school curriculum : implications for collaboration between teachers and speech-language therapists working in schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The reading literacy profiles of first-year BEd foundation phase students
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The effects of early childhood education attendance on cognitive development: evidence from urban Ethiopia
|
|
Ethiopian Economic Association, Addis Ababa |
E-Journals |
1 |
 |
Thirty-one is a lot! Assessing four-year-old children's number knowledge during an open-ended activity
|
|
Early Childhood Australia |
E-Journals |
1 |
 |
Test items and translation : capturing early conceptual development in mathematics reliably?
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The cognitive processing potential of infants : exploring the impact of an early childhood development programme
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
