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Nel, Carisma – South African Journal of Childhood Education, 2018
Making decisions about English reading instruction is as core a component to teaching as providing the instruction itself. When providing support to learners at risk for poor reading outcomes, for which currently there is a large percentage in South Africa, it is especially important to ensure that the decisions that are made have the highest…
Descriptors: Reading Achievement, Literacy, Decision Making, Reading Instruction
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Cockcroft, Kate – South African Journal of Childhood Education, 2015
Working memory is the mental ability to temporarily store and manipulate information. Its functioning is distinct from the vast storage capacity of long-term memory and is crucial for optimal learning and development. There is considerable research on several theoretical aspects of working memory. Far less research has explored the application of…
Descriptors: Short Term Memory, Early Childhood Education, Child Development, Cognitive Measurement
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Streit, Christine; David, Christine K.; Hildebrandt, Elke – South African Journal of Childhood Education, 2015
The intended convergence of preschool and school education in accordance with educational policy is challenging. Firstly, one must become aware of the different institutional cultures, and secondly, one needs to be aware of existing similarities and develop common didactic ideas. This article presents a model, based on the situation in…
Descriptors: Foreign Countries, Preschool Education, Primary Education, Teaching Methods
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Fitzpatrick, Caroline – South African Journal of Childhood Education, 2014
Reducing the economic and social burden associated with poor academic achievement represents an urgent concern in South Africa. Increasingly research suggests that child characteristics in kindergarten play an important role in charting courses towards academic success and educational attainment by early adulthood. Although math and reading skills…
Descriptors: Advantaged, Disadvantaged, Achievement Gap, Executive Function
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Dixon, Kerryn; Excell, Lorayne; Linington, Vivien – South African Journal of Childhood Education, 2014
The new Minimum Requirements for Teacher Education Qualifications (MRTEQ) document outlined by the Department of Higher Education and Training (DHET) envisages a particular type of teacher. These teachers need to be, amongst other things, reflective, committed, critical practitioners with sound content knowledge (DHET 2011). It is with this in…
Descriptors: Teacher Attitudes, Teacher Workshops, Professional Identity, Reflective Teaching
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Long, Caroline; Dunne, Tim – South African Journal of Childhood Education, 2014
In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching…
Descriptors: Elementary School Mathematics, Mathematics Instruction, Curriculum Development, Mathematics Curriculum
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Loock, Coert; Gravett, Sarah – South African Journal of Childhood Education, 2014
This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined…
Descriptors: Governance, Models, Public Schools, Foreign Countries
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Henningsen, Marjorie – South African Journal of Childhood Education, 2013
Opening up space for authentic inquiry in preschool can influence the extent to which children can make use of their growing mathematical and linguistic understandings to make sense of themselves and the world around them. Authentic inquiry here refers to investigation that arises naturally from the interests and questions of the children as they…
Descriptors: Preschool Children, Numeracy, Inquiry, Preschool Education
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Peucker, Sabine; Weißhaupt, Steffi – South African Journal of Childhood Education, 2013
The development of numerical concepts is described from infancy to preschool age. Infants a few days old exhibit an early sensitivity for numerosities. In the course of development, nonverbal mental models allow for the exact representation of small quantities as well as changes in these quantities. Subitising, as the accurate recognition of small…
Descriptors: Number Concepts, Numeracy, Child Development, Infants
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Scherer, Petra – South African Journal of Childhood Education, 2013
This article presents a number of carefully selected activities for the mathematics classroom in the early grades. The motivation for their selection is the development of concepts rather than the learning of the procedural skills of arithmetic. As the teacher is faced with a great heterogeneity of children starting school, the concrete learning…
Descriptors: Mathematics Instruction, Mathematics Activities, Arithmetic, Low Achievement
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Wright, Robert J. – South African Journal of Childhood Education, 2013
This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early…
Descriptors: Numeracy, Mathematics Instruction, Elementary School Mathematics, Classification
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Atmore, Eric; van Niekerk, Lauren-Jayne; Ashley-Cooper, Michaela – South African Journal of Childhood Education, 2012
In this review article, the context of young children in South Africa in 2012 is described and the main challenges affecting children and the early childhood development sector (ECD) in South Africa are investigated. A situation analysis of ECD in South Africa was undertaken using South African government ECD policy and programme implementation…
Descriptors: Foreign Countries, Early Childhood Education, Young Children, Child Development
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Excell, Lorayne; Linington, Vivien – South African Journal of Childhood Education, 2011
A literate child is one who is able to read, write, speak and listen. Literacy begins at birth, and continues steadily as children develop. The explicit processes that form emergent literacy are for example, phonemic awareness, letter and word recognition, vocabulary enrichment and structural analysis. These literacy practices are well documented…
Descriptors: Emergent Literacy, Play, Child Development, Phonemic Awareness