| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Foregrounding silences in the birth to four curriculum
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Interrogating the current imagination of early childhood teacher education through dialogical processes
|
|
University of the Free State, Bloemfontein |
E-Journals |
1 |
 |
Levels of well-being and involvement of young children in centre-based provision in the Free State Province of South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Mapping knowledge transfer in early childhood education and care in South Africa
|
|
EARLI, Leuven |
Publications |
1 |
 |
Pedagogic activities for early education in a child to child programme in South Africa
|
|
SAGE Publications, London |
Books |
1 |
 |
Practices of early childhood development practitioners for poor and vulnerable children from birth to four years in South Africa
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Report on the practice, principles, methodologies, core interventions, networking, stakeholder analysis, cost drivers, outcomes and benefits of an intervention based on the concept of ECD programmes as resources for care and support of poor and vulnerable
|
|
[publisher not identified] |
Publications |
1 |
 |
Research with under fours: some sense making moves
|
|
University of KwaZulu-Natal, School of Education and Development & School of Adult and Higher Education, Pietermaritzburg |
E-Journals |
1 |
 |
Situated ethics: possibilities for young children as research participants in the South African context
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
South Africa: who are the early years practitioners and where do they work?
|
|
Open University Press, London |
Books |
1 |
