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	Title	Authors/Editors	Publisher	Type	Copies
	'We are workshopped' : problematising Foundation Phase teachers’ identity constructions Year: 2014 ISSN: 2223-7682 Series: South African Journal of Childhood Education 4(1):a60	Dixon, Kerryn Excell, Lorayne Linington, Vivien	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	Quality in South African early learning centres: Mothers' and teachers' views and understanding Year: 2016 ISSN: 2223-7682 Series: South African Journal of Childhood Education 6(1), a423	Van Heerden, Judy	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	The status and the power of a foundation phase teacher Year: 2014 ISSN: 2223-7682 Series: South African Journal of Childhood Education 4(3):a236	Petersen, Nadine Felicity Gravett, Sarah	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	Sources of inequality in South African early child development services Year: 2017 ISSN: 2223-7682 Series: South African Journal of Childhood Education 7(1):a450.	Aubrey, Carol	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	Bridging the gap between advantaged and disadvantaged children Year: 2014 ISSN: 2223-7682 Series: South African Journal of Childhood Education 4(1):a66	Fitzpatrick, Caroline	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	What is history? Views from a primary school teacher education programme Year: 2016 ISSN: 2223-7682 Series: South African Journal of Childhood Education 6(1):a485	Godsell, Sarah	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder Year: 2017 ISSN: 2223-7682 Series: South African Journal of Childhood Education 7(1):a437	De Jager, Petronella Condy, Janet	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching Year: 2014 ISSN: 2223-7682 Series: South African Journal of Childhood Education 4(1):a182	Rousseau, Nici	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	‘Minding the gap?’ A national foundation phase teacher supply and demand analysis Year: 2014 ISSN: 2223-7682 Series: South African Journal of Childhood Education 4(3):a222	Green, Whitfield Adendorff, Michael Mathebula, B.	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1
	The identification of sensory processing difficulties of learners experiencing Asperger’s Syndrome (AS) in two mainstream Grade R classes Year: 2011 ISSN: 2223-7682 Series: South African Journal of Childhood Education 1(2):a82	De Jager, Petronella Condy, Janet	Aosis OpenJournals, Durbanville, Cape Town	E-Journals	1

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