|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase : a systematic review
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Editorial
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Mediating learning number bonds through a Vygotskian lens of scientific concepts
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
The cultural context of development : language as a means for thinking and problem-solving
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Assessing early numeracy : significance, trends, nomenclature, context, key topics, learning framework and assessment tasks
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Exploring links between foundation phase teachers’ content knowledge and their example spaces
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
A bird’s eye view on the status of the module 'Life Skills' in the foundation phase at Higher Education Institutions in South Africa
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Improving some cognitive functions, specifically executive functions in grade R learners
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Problematising child-headed households: the need for children’s participation in early childhood interventions
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Foundation phase teachers’ interpretation of the life skills programme with regard to the teaching of natural science
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |