| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Move to literacy : fanning emergent literacy in early childhood education in a pedagogy of play
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Can pre-grade R be the stepping stone to social equality in South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Childhood education student teachers responses to a simulation game on food security
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The use of workbooks in South African grade 3 mathematics classrooms
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teachers' beliefs about child participation in Grade R
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Views of childhood and knowledge of children
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Critical reflections on the PGCE (Foundation Phase) qualification in South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Child-caregiver attachment, self-evaluation and cognitive development in a group of pre-school children
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Teaching natural science in the foundation phase : teachers’ understanding of the natural science curriculum
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Editorial : toward more South African research on learning in childhood
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
