| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
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 |
|
|
Play-based mathematics activities as a resource for changing educator attitudes and practice
|
|
SAGE Journals |
Books |
1 |
 |
Understanding and responding to children's needs in inclusive classrooms : a guide for teachers
|
|
UNESCO, Paris |
E-Books |
1 |
 |
People in my community. Grade R, English. Worksheet 1,2
|
|
Department: Basic Education, Pretoria |
Other |
1 |
 |
Biography, policy and language teaching practices in a multilingual context : early childhood classrooms in Mauritius
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
'We are workshopped' : problematising Foundation Phase teachers’ identity constructions
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
|
Exploring the use of folktales to enhance the resilience of children orphaned and rendered vulnerable
|
|
Nelson Mandela Metropolitan University, Faculty of Education, Port Elizabeth |
Thesis |
1 |
|
|
Conversation analysis: analyzing talk-in-interaction with preschool children during play-based mathematics activities
|
|
SAGE |
Books |
1 |
 |
Quality in South African early learning centres: Mothers' and teachers' views and understanding
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
