| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Foundation phase teachers’ (limited) knowledge of geometry
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Masekitlana re-membered : a performance-based ethnography of South African black children’s pretend play
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Literacy lessons learnt from parents in a community programme
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Cash transfers and early childhood care and education in Zimbabwe : a critical inquiry to discourse, theory and practice
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The unavoidable need for distributed cognition in teaching literacy
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Children’s perceptions of democratic values: implications for democratic citizen education
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Cracking the vocabulary code in mathematics in the foundation phase
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The use of isiXhosa children’s poetry as a tool to integrate literacy, mathematics and life skills in Foundation Phase : Grade R-3
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The South African national school curriculum : implications for collaboration between teachers and speech-language therapists working in schools
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
The reading literacy profiles of first-year BEd foundation phase students
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
