Pub Date : 2022-09-13DOI: 10.4102/sajce.v12i1.1073
Ashnie Mahadew, D. Hlalele
Background: Early Childhood Care and Education (ECCE) refers to the care and education of children from birth to age four. There is a scarcity of research on inclusion in this marginalised sector in many developing countries, including South Africa. Aim: This article reports on a virtual learning participatory workshop on understanding inclusion with six ECCE teachers and two ECD practitioner trainers. Setting: Due to the social distancing necessitated by the Corona Virus pandemic, all interactions were facilitated through the WhatsApp platform. Methods: The study employed a participatory action learning and action research (PALAR) design that focuses on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals and purposeful conversations. Results: Cycle one found that some of the participants’ understanding of inclusion needed to be challenged. Their understandings of inclusion centred on discourses of disability with a narrow view of inclusion. This action learning set (ALS) mainly regarded inclusion to be a product rather than a process and claimed that segregation had some advantages. Some of the members of the ALS also misconstrued inclusion for micro-exclusive practices of assimilation and integration. Cycle two was planned to address these misunderstandings. Cycle two revealed that becoming inclusive means revisiting dominant ideologies about inclusion and a critical awareness of micro-exclusive practices. Conclusion: This research serves to challenge dominant beliefs of what inclusion is. The knowledge presented here could be cascaded to other ECCE centres in the South African context. With a scarcity of research on inclusion in ECCE, this study may provide a point of departure for future research.
{"title":"Understanding inclusion in early childhood care and education: A participatory action learning and action research study","authors":"Ashnie Mahadew, D. Hlalele","doi":"10.4102/sajce.v12i1.1073","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1073","url":null,"abstract":"Background: Early Childhood Care and Education (ECCE) refers to the care and education of children from birth to age four. There is a scarcity of research on inclusion in this marginalised sector in many developing countries, including South Africa. Aim: This article reports on a virtual learning participatory workshop on understanding inclusion with six ECCE teachers and two ECD practitioner trainers. Setting: Due to the social distancing necessitated by the Corona Virus pandemic, all interactions were facilitated through the WhatsApp platform. Methods: The study employed a participatory action learning and action research (PALAR) design that focuses on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals and purposeful conversations. Results: Cycle one found that some of the participants’ understanding of inclusion needed to be challenged. Their understandings of inclusion centred on discourses of disability with a narrow view of inclusion. This action learning set (ALS) mainly regarded inclusion to be a product rather than a process and claimed that segregation had some advantages. Some of the members of the ALS also misconstrued inclusion for micro-exclusive practices of assimilation and integration. Cycle two was planned to address these misunderstandings. Cycle two revealed that becoming inclusive means revisiting dominant ideologies about inclusion and a critical awareness of micro-exclusive practices. Conclusion: This research serves to challenge dominant beliefs of what inclusion is. The knowledge presented here could be cascaded to other ECCE centres in the South African context. With a scarcity of research on inclusion in ECCE, this study may provide a point of departure for future research.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44087874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.4102/sajce.v12i1.1096
Maria Khosa
{"title":"The link between learner performance in early reading literacy and what is happening in the Grade 1 classroom","authors":"Maria Khosa","doi":"10.4102/sajce.v12i1.1096","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1096","url":null,"abstract":"","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45597277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.4102/sajce.v12i1.1136
Salome Geertsema, M. le Roux, C. Van Niekerk, Louise Dyer, Melindie Booyse, Monja Bothma, Talitha Nel
services such as multisensory teaching methods and accommodations in South Africa. Parents of CWD therefore did not receive enough support in the management of their child’s dyslexia. Future research should be conducted regarding South African teachers’ knowledge and perspectives regarding dyslexia and the management thereof. It was recommended that professionals trained in the management of dyslexia educate and advocate for CWD and their families
{"title":"Developmental dyslexia in selected South African schools: Parent perspectives on management","authors":"Salome Geertsema, M. le Roux, C. Van Niekerk, Louise Dyer, Melindie Booyse, Monja Bothma, Talitha Nel","doi":"10.4102/sajce.v12i1.1136","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1136","url":null,"abstract":"services such as multisensory teaching methods and accommodations in South Africa. Parents of CWD therefore did not receive enough support in the management of their child’s dyslexia. Future research should be conducted regarding South African teachers’ knowledge and perspectives regarding dyslexia and the management thereof. It was recommended that professionals trained in the management of dyslexia educate and advocate for CWD and their families","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46975270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.4102/sajce.v12i1.1081
N. Hove, N. Phasha
upon their entry to secondary schools (Hallam & Ireson 1999). The Background: This article reports findings of a qualitative study that investigated teachers’ perceptions on the use of ability grouping as a classroom pedagogical practice at selected primary schools in South Africa in the wake of the inclusive education movement. Ability grouping is one of the most used grouping practices in South African schools, but little is known about how teachers view it in the wake of the policy on inclusion. Aim: This study was aimed at exploring the mainstream classroom teachers’ perceptions about the use of ability grouping in the classrooms and how it reflects on principles of inclusive education. Setting: A total of ten teachers from ten different primary schools, two from each district, were purposefully selected to participate in the study. Methods: A qualitative approach was used in this study. Data were collected through in-depth interviews, which were conducted on two occasions with each participant at their respective schools. Data were analysed thematically for content and returned to participants for accuracy checking. Results: Findings revealed that teachers perceive ability grouping as capable of facilitating interactions of learners with learning disabilities, offering opportunities for differentiated instruction and facilitating proper use of teaching and learning media. Despite its benefits, ability grouping can be viewed as contrasting with the ideals of inclusive pedagogy and perpetuating exclusion, as diverse learners are not given opportunities to learn together in the same groups. Conclusion: The article recommends that ability grouping should be withdrawn as it perpetuates incidents of learner labelling. Differentiated instruction and the provision of varied teaching/learning media should be carried out within inclusive settings to prevent incidents of learner labelling. A model for an inclusive grouping practice is proposed. Contribution: The study findings will help in improving teachers’ competencies and understanding of inclusive classroom pedagogic practices that benefit all learners at primary school levels despite their differences.
{"title":"Teachers’ perceptions of ability grouping in the face of policy on inclusion: A case of Johannesburg metropolitan mainstream primary schools","authors":"N. Hove, N. Phasha","doi":"10.4102/sajce.v12i1.1081","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1081","url":null,"abstract":"upon their entry to secondary schools (Hallam & Ireson 1999). The Background: This article reports findings of a qualitative study that investigated teachers’ perceptions on the use of ability grouping as a classroom pedagogical practice at selected primary schools in South Africa in the wake of the inclusive education movement. Ability grouping is one of the most used grouping practices in South African schools, but little is known about how teachers view it in the wake of the policy on inclusion. Aim: This study was aimed at exploring the mainstream classroom teachers’ perceptions about the use of ability grouping in the classrooms and how it reflects on principles of inclusive education. Setting: A total of ten teachers from ten different primary schools, two from each district, were purposefully selected to participate in the study. Methods: A qualitative approach was used in this study. Data were collected through in-depth interviews, which were conducted on two occasions with each participant at their respective schools. Data were analysed thematically for content and returned to participants for accuracy checking. Results: Findings revealed that teachers perceive ability grouping as capable of facilitating interactions of learners with learning disabilities, offering opportunities for differentiated instruction and facilitating proper use of teaching and learning media. Despite its benefits, ability grouping can be viewed as contrasting with the ideals of inclusive pedagogy and perpetuating exclusion, as diverse learners are not given opportunities to learn together in the same groups. Conclusion: The article recommends that ability grouping should be withdrawn as it perpetuates incidents of learner labelling. Differentiated instruction and the provision of varied teaching/learning media should be carried out within inclusive settings to prevent incidents of learner labelling. A model for an inclusive grouping practice is proposed. Contribution: The study findings will help in improving teachers’ competencies and understanding of inclusive classroom pedagogic practices that benefit all learners at primary school levels despite their differences.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49052483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.4102/sajce.v12i1.1191
Hanrie S. Bezuidenhout
2018), isiZulu and Sesotho first-graders who learn mathematics in their second language (i.e. English) were assessed to investigate, amongst others, associations between their performance on numeracy and mathematics-specific vocabulary assessments. Significant associations were found between their numeracy and mathematics-specific vocabulary, Background: Early numeracy development is supported by linguistic features such as mathematics-specific vocabulary. Researchers have established a link between the amount and quality of children’s exposure to mathematics-specific vocabulary and their numeracy learning. Studies have also shown that children from low socio-economic status are less exposed to mathematics-specific vocabulary and also tend to underperform on mathematics assessments. South African children consistently perform poorly on local and international mathematics assessments. Aim: To describe associations between numeracy and mathematics-specific vocabulary of the sample who participated in the study. Setting: Participants in this study are from Quintile 1 schools and receive social grants from the South African government. Method: 133 Grade 1 and 2 children completed assessments for (1) early numeracy (MARKO-D SA), (2) mathematics-specific vocabulary (MMLT) and (3) early reading (EGRA). Correlation analyses were conducted to investigate associations between variables and developmental continuity of number concept development and reading skills were described. Results: An association between numeracy and mathematics-specific vocabulary was found. The data confirm that number concepts and reading skills develop hierarchically. Although English-speaking children performed better on the numeracy assessment, isiZulu and Sesotho speakers performed better on the reading test. Conclusion: Mathematics-specific vocabulary is a key tool for early number concept development, also in isiZulu and Sesotho. Teachers’ pedagogical content knowledge (PCK) should include how number concept development intersects with mathematics-specific vocabulary. Explicit teaching of mathematics-specific vocabulary should be included in the Foundation Phase curriculum.
{"title":"Associations between early numeracy and mathematics-specific vocabulary","authors":"Hanrie S. Bezuidenhout","doi":"10.4102/sajce.v12i1.1191","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1191","url":null,"abstract":"2018), isiZulu and Sesotho first-graders who learn mathematics in their second language (i.e. English) were assessed to investigate, amongst others, associations between their performance on numeracy and mathematics-specific vocabulary assessments. Significant associations were found between their numeracy and mathematics-specific vocabulary, Background: Early numeracy development is supported by linguistic features such as mathematics-specific vocabulary. Researchers have established a link between the amount and quality of children’s exposure to mathematics-specific vocabulary and their numeracy learning. Studies have also shown that children from low socio-economic status are less exposed to mathematics-specific vocabulary and also tend to underperform on mathematics assessments. South African children consistently perform poorly on local and international mathematics assessments. Aim: To describe associations between numeracy and mathematics-specific vocabulary of the sample who participated in the study. Setting: Participants in this study are from Quintile 1 schools and receive social grants from the South African government. Method: 133 Grade 1 and 2 children completed assessments for (1) early numeracy (MARKO-D SA), (2) mathematics-specific vocabulary (MMLT) and (3) early reading (EGRA). Correlation analyses were conducted to investigate associations between variables and developmental continuity of number concept development and reading skills were described. Results: An association between numeracy and mathematics-specific vocabulary was found. The data confirm that number concepts and reading skills develop hierarchically. Although English-speaking children performed better on the numeracy assessment, isiZulu and Sesotho speakers performed better on the reading test. Conclusion: Mathematics-specific vocabulary is a key tool for early number concept development, also in isiZulu and Sesotho. Teachers’ pedagogical content knowledge (PCK) should include how number concept development intersects with mathematics-specific vocabulary. Explicit teaching of mathematics-specific vocabulary should be included in the Foundation Phase curriculum.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46580610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.4102/sajce.v12i1.1129
G. O. Sumbane, T. Mothiba, Mantji J Modula, T. E. Mutshatshi, Ledile E. Manamela
Background: The number of children with autism spectrum disorder (ASD) is rapidly increasing globally and requires a supportive educational system to meet the needs of these children.Aim: The study assessed challenges faced by teachers of children with ASD in the public special schools of the Limpopo province, South Africa.Setting: The study was conducted in seven public special schools in the Limpopo province, South Africa.Methods: Face-to-face semistructured interviews were conducted with 12 teachers regarding the challenges they face in educating children with ASD. Tesch’s inductive, descriptive open coding technique enabled the researcher to analyse and report, subthemes that emerged from this qualitative explorative and descriptive data. Measures to ensure trustworthiness and ethical considerations were carried out throughout the study.Results: Analysis of the interviews revealed that the structure and systems of special schools do not support the educational needs of children with ASD. The strategic plans and policy framework on inclusive education are not being executed adequately. Learning for ASD children is not supported because of substandard infrastructure, curricula, lack of teaching material, health practitioners, unbalanced teacher–learner ratio, inadequate staff skills, school culture, shared beliefs and lack of management support.Conclusion: The study revealed challenges faced by special education teachers indicating the influence on the provision of high-quality education to children with ASD. The Department of Basic Education at the national level should monitor all special schools regularly, provide the necessary support and ensure that the complex needs of children with ASD are met.Contribution: The study contributes to understanding of the challenges faced by teachers of children with ASD in providing high quality of education and affirm sound basis of advance information to monitor and evaluate the education of children with ASD in special public schools, which is within the scope of the journal.
{"title":"The McKinsey’s 7-S model framework for assessment of challenges faced by teachers of children with autism spectrum disorders in the Limpopo province, South Africa","authors":"G. O. Sumbane, T. Mothiba, Mantji J Modula, T. E. Mutshatshi, Ledile E. Manamela","doi":"10.4102/sajce.v12i1.1129","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1129","url":null,"abstract":"Background: The number of children with autism spectrum disorder (ASD) is rapidly increasing globally and requires a supportive educational system to meet the needs of these children.Aim: The study assessed challenges faced by teachers of children with ASD in the public special schools of the Limpopo province, South Africa.Setting: The study was conducted in seven public special schools in the Limpopo province, South Africa.Methods: Face-to-face semistructured interviews were conducted with 12 teachers regarding the challenges they face in educating children with ASD. Tesch’s inductive, descriptive open coding technique enabled the researcher to analyse and report, subthemes that emerged from this qualitative explorative and descriptive data. Measures to ensure trustworthiness and ethical considerations were carried out throughout the study.Results: Analysis of the interviews revealed that the structure and systems of special schools do not support the educational needs of children with ASD. The strategic plans and policy framework on inclusive education are not being executed adequately. Learning for ASD children is not supported because of substandard infrastructure, curricula, lack of teaching material, health practitioners, unbalanced teacher–learner ratio, inadequate staff skills, school culture, shared beliefs and lack of management support.Conclusion: The study revealed challenges faced by special education teachers indicating the influence on the provision of high-quality education to children with ASD. The Department of Basic Education at the national level should monitor all special schools regularly, provide the necessary support and ensure that the complex needs of children with ASD are met.Contribution: The study contributes to understanding of the challenges faced by teachers of children with ASD in providing high quality of education and affirm sound basis of advance information to monitor and evaluate the education of children with ASD in special public schools, which is within the scope of the journal.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45116292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.4102/sajce.v12i1.1089
Cynthia Z. Zama, Nontokozo Mashiya
ECCE sector. Further research is recommended in the ECCE sector.
幼儿保育和教育部门。建议在幼儿保育和教育部门进行进一步研究。
{"title":"Early Childhood Care and Education teachers’ experiences of integrating the activities of the national curriculum framework into themes","authors":"Cynthia Z. Zama, Nontokozo Mashiya","doi":"10.4102/sajce.v12i1.1089","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1089","url":null,"abstract":"ECCE sector. Further research is recommended in the ECCE sector.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43981444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.4102/sajce.v12i1.1114
X. Mbhenyane, M. M. Magoai, N. Mabapa, A. B. Tambe
of their nutrition knowledge. Therefore, there is a need for the incorporation of nutrition content into the training curriculum of educators.
他们的营养知识。因此，有必要将营养内容纳入教育工作者的培训课程。
{"title":"Nutrition knowledge competencies of intermediate and senior phase educators in Limpopo Province","authors":"X. Mbhenyane, M. M. Magoai, N. Mabapa, A. B. Tambe","doi":"10.4102/sajce.v12i1.1114","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1114","url":null,"abstract":"of their nutrition knowledge. Therefore, there is a need for the incorporation of nutrition content into the training curriculum of educators.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45654903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-26DOI: 10.4102/sajce.v12i1.1108
T. T. Shuukwanyama, Caroline Long, A. David Nkosi, Jeremiah Maseko
equal proportions
相等的比例
{"title":"The language of instruction in mathematics teacher education for the early grades","authors":"T. T. Shuukwanyama, Caroline Long, A. David Nkosi, Jeremiah Maseko","doi":"10.4102/sajce.v12i1.1108","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1108","url":null,"abstract":"equal proportions","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42827413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.4102/sajce.v12i1.1170
J. Heikka, T. Kettukangas, Leena Turja, Nina Heiskanen
and caregiving activities. Conclusion: Understanding the prerequisites and dimensions of children’s participation is fundamental for planning and enacting participative pedagogy in child groups at ECE centres. In conclusion, this study suggests how to support ECE staff in interpreting and implementing children’s participation in early childhood education.
{"title":"How educators commit to enhancing children’s participation in early childhood education pedagogical plans","authors":"J. Heikka, T. Kettukangas, Leena Turja, Nina Heiskanen","doi":"10.4102/sajce.v12i1.1170","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1170","url":null,"abstract":"and caregiving activities. Conclusion: Understanding the prerequisites and dimensions of children’s participation is fundamental for planning and enacting participative pedagogy in child groups at ECE centres. In conclusion, this study suggests how to support ECE staff in interpreting and implementing children’s participation in early childhood education.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47572576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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