| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Rethinking early school transitions as social transactions
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Early numeracy performance of South African school beginners
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Inclusive education and insufficient school readiness in Grade 1 : policy versus practice
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Work and play in early childhood education : views from Nigeria and South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Core knowledge and working memory as prerequisites of early school arithmetic
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Early childhood education, child development and school readiness : evidence from Zambia
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
African indigenous care-giving practices : stimulating early childhood development and education in Kenya
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Interrogating quality in early childhood development: working towards a South African perspective
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Development of numerical concepts
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Challenges in establishing kindergarten education system in villages of Guizhou, China : a preliminary study
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
