| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Children’s perceptions of democratic values: implications for democratic citizen education
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Cracking the vocabulary code in mathematics in the foundation phase
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grades 1-3, Siswati mathematics
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grades 1-3, IsiXhosa first additional language
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grade 1-3, Sepedi mathematics
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Constructing the intellectually disabled person as a subject of education: a discourse analysis using Q-methodology
|
|
Rhodes University, Faculty of Humanities, Psychology, Grahamstown |
Thesis |
1 |
|
|
Conversation analysis: analyzing talk-in-interaction with preschool children during play-based mathematics activities
|
|
SAGE |
Books |
1 |
 |
Child well-being and poverty in South Africa : National workshop leads to establishment of a child research network
|
|
University of Cape Town, Children's Institute, Cape Town |
E-Journals |
1 |
|
|
Children's rights and cultural tension in South Africa
|
|
University of Melbourne, Melbourne |
Journals |
1 |
|
|
Corrective actions for indecisive behaviour of Foundation Phase learners during art activities
|
|
University of Pretoria, Early Childhood Education, Pretoria |
Thesis |
1 |
