| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Effect of visual feedback on classroom noise levels
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Integrasie van wiskunde, wetenskap en tegnologie in vroeëkinderonderwys en die grondslagfase: die rol van die professionele identiteitsvorming van beginneronderwysers
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Becoming a (male) foundation phase teacher : a need in South African schools?
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
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 |
