| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Improving South African third graders’ reading skills : lessons learnt from the use of Guided Reading approach
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The cognitive processing potential of infants : exploring the impact of an early childhood development programme
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
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 |
 |
Quality in South African early learning centres: Mothers' and teachers' views and understanding
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The status and the power of a foundation phase teacher
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Sources of inequality in South African early child development services
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Bridging the gap between advantaged and disadvantaged children
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
