|
Title |
Authors/Editors |
Publisher |
Type |
Copies |
|
Music education in the Grade R classroom : how three teachers learned in a participatory action inquiry
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
The Nigerian Integrated Early Childhood Development Policy : perspectives on literacy learning
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Assessment literacy of foundation phase teachers : an exploratory study
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Exploring the complexities of describing foundation phase teachers’ professional knowledge base
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
Stories of change : the case of a foundation phase teacher professional development 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 |
|
Interrogating the ‘artificial’ divide between health and education for children aged 0-3 years in urban poor locales in Kenya
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
|
‘Every mother dances her baby’ : contextually responsive narratives of early childhood care and education in Kenya and Uganda
|
|
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 |
|
Challenges in establishing kindergarten education system in villages of Guizhou, China : a preliminary study
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |