非洲在线科学信息系统出版社
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作者:Gina Steyn , Stanley A. Adendorff
来源:[J].South African Journal of Childhood Education, 2020, Vol.10 (1), pp.e1-e9
摘要:Background: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula.Aim: This gap in mathematics programme is the focus of this study. Three main components were identified:...
作者:Charl J. Roux , Nazreen Dasoo
来源:[J].South African Journal of Childhood Education, 2020, Vol.10 (1), pp.e1-e8
摘要:Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school...
作者:Nicholas Spaull , Elizabeth Pretorius , Nompumelelo Mohohlwane
来源:[J].South African Journal of Childhood Education, 2020, Vol.10 (1), pp.e1-e14
摘要:Background: Reading development in agglutinating African languages is a relatively under-researched area. While numerous studies highlight the low comprehension levels among learners reading in African languages in South Africa, little has been done to probe beneath this ‘co...
作者:Dhanashree Pillay , Bianca L. Vieira
来源:[J].South African Journal of Childhood Education, 2020, Vol.10 (1), pp.e1-e9
摘要:Background: The vocal demand on teachers may predispose them to vocal difficulties. This concern is exacerbated by unfavourable classroom acoustics and a large number of learners in a classroom in developing countries such as South Africa. There is a dearth of classroom acou...
作者:Jacob C. Nshimbi , Robert Serpell , Jari Westerholm
来源:[J].South African Journal of Childhood Education, 2020, Vol.10 (1), pp.e1-e9
摘要:Background: Despite increased enrolments at primary schools in Zambia, more than half of the children in Grades 1–4 are unable to meet the required minimum standards for literacy.Aim: The study set out to examine the effects of using a phone-based mobile literacy game (Graph...
作者:Ncamsile D. Motsa , Pholoho J. Morojele
来源:[J].South African Journal of Childhood Education, 2019, Vol.9 (1), pp.e1-e11
摘要:Background: This article draws on social constructionism to explore vulnerable boys’ constructions of gender within three primary schools in Swaziland.Objectives: It seeks to understand the ways in which vulnerable boys make meaning of masculinities and the implications of t...
作者:Simon G. Taukeni
来源:[J].South African Journal of Childhood Education, 2019, Vol.9 (1), pp.e1-e7
摘要:Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky’s social developmen...
作者:Carien Wilsenach
来源:[J].South African Journal of Childhood Education, 2019, Vol.9 (1), pp.e1-e10
摘要:Background: The role of phonological awareness (PA) in successful reading attainment in Northern Sotho has received some attention. However, the importance of developing an awareness to the different phonological grain sizes that underlie decoding (i.e. to different dimensio...
作者:Yvonne Reed
来源:[J].South African Journal of Childhood Education, 2019, Vol.9 (1), pp.e1-e8
摘要:Background: In South Africa, and in many other African countries, official language-in-education policy supports the use of learners’ primary language(s) in early schooling. In reality, texts in the language(s) of the former colonial power are dominant, with high-interest te...
作者:Eurika N. Jansen van Vuuren
来源:[J].South African Journal of Childhood Education, 2018, Vol.8 (1), pp.e1-e10
摘要:The arts as a pedagogic medium can be an important tool for language learning, and yet many teachers avoid it, often because of a lack of confidence. The main purpose of this study was to explore the possibility of generalist educators, as opposed to art specialists, using t...

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