OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!
If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.
Requested Article:
Early childhood teachers' and managers' lived experiences of the COVID-19 pandemic in South Africa
Hasina Banu Ebrahim, Colwyn Martin, Lorayne Excell
Journal of Education (2021), Iss. 84, pp. 1-18
Open Access | Times Cited: 15
Hasina Banu Ebrahim, Colwyn Martin, Lorayne Excell
Journal of Education (2021), Iss. 84, pp. 1-18
Open Access | Times Cited: 15
Showing 15 citing articles:
Early childhood workforce professionalism in South Africa: Policy ideologies and teacher understandings
Colwyn Martin, Hasina Banu Ebrahim, Mary G. Clasquin-Johnson, et al.
Contemporary Issues in Early Childhood (2025)
Closed Access
Colwyn Martin, Hasina Banu Ebrahim, Mary G. Clasquin-Johnson, et al.
Contemporary Issues in Early Childhood (2025)
Closed Access
owards a holistic approach to support learners at risk of interrupted development: Midst- and post-COVID-19 interventions
Andri Schoonen, Appolonia Masunungure, Carolina Botha, et al.
(2023)
Open Access | Times Cited: 9
Andri Schoonen, Appolonia Masunungure, Carolina Botha, et al.
(2023)
Open Access | Times Cited: 9
Building professionalism in early childhood development in South Africa: professional associations and unions
Hasina Banu Ebrahim, Mary G. Clasquin-Johnson
Early Years Journal of International Research and Development (2024) Vol. 44, Iss. 5, pp. 985-998
Open Access | Times Cited: 1
Hasina Banu Ebrahim, Mary G. Clasquin-Johnson
Early Years Journal of International Research and Development (2024) Vol. 44, Iss. 5, pp. 985-998
Open Access | Times Cited: 1
Leadership discourses in early childhood education during the COVID-19 pandemic in South Africa and Finland
Elina Fonsén, Vivian Ruohola, Matshediso Rebecca Modise, et al.
South African Journal of Childhood Education (2024) Vol. 14, Iss. 1
Open Access
Elina Fonsén, Vivian Ruohola, Matshediso Rebecca Modise, et al.
South African Journal of Childhood Education (2024) Vol. 14, Iss. 1
Open Access
Early Childhood Teachers’ Role in Ensuring a Safe Environment During Teaching in Early Childhood Centers During Covid-19: A Phenomenological Study in Effutu Municipality
Seth Badu, Tracy Owusu, Anthony Woode-Eshun
International Journal of Childhood Education (2024) Vol. 5, Iss. 1, pp. 28-47
Open Access
Seth Badu, Tracy Owusu, Anthony Woode-Eshun
International Journal of Childhood Education (2024) Vol. 5, Iss. 1, pp. 28-47
Open Access
Promoting the Well-Being of Supervisors for Sustainable Early Childhood Development in an Informal Settlement
Ncamisile P. Mthiyane, Dipolelo Rossly Malema, Nompumelelo Madonda
Educational Research for Social Change (2023) Vol. 12, Iss. 1, pp. 52-68
Open Access
Ncamisile P. Mthiyane, Dipolelo Rossly Malema, Nompumelelo Madonda
Educational Research for Social Change (2023) Vol. 12, Iss. 1, pp. 52-68
Open Access
Bridging the Knowledge Culture Gap between Early Childhood Development Practitioners and Academic Researchers
Darren Lortan, Savathrie Maistry
BRILL eBooks (2023), pp. 207-231
Open Access
Darren Lortan, Savathrie Maistry
BRILL eBooks (2023), pp. 207-231
Open Access
Social development of secondary school learners amidst the COVID-19 pandemic and measures to alleviate interruptions
Corlia Twine, Shantha Naidoo, Thabo Makhalemele, et al.
(2023), pp. 69-84
Open Access
Corlia Twine, Shantha Naidoo, Thabo Makhalemele, et al.
(2023), pp. 69-84
Open Access
The psychological impact of the COVID-19 pandemic and the required support to overcome the impact on learners’ psyches
Lynn D. Preston, Wanda van der Merwe, Elmari Fouché, et al.
(2023), pp. 57-68
Open Access
Lynn D. Preston, Wanda van der Merwe, Elmari Fouché, et al.
(2023), pp. 57-68
Open Access
Towards a holistic theoretical approach to learner development in the midst of and post-COVID-19
John F. Hay, Julialet Rens, Macalane Junel Malindi, et al.
(2023), pp. 1-37
Open Access
John F. Hay, Julialet Rens, Macalane Junel Malindi, et al.
(2023), pp. 1-37
Open Access
Spiritual and religious development of learners amidst the COVID-19 pandemic
Lettie Botha, Carolina Botha, Hannelie Louw, et al.
(2023), pp. 85-104
Open Access
Lettie Botha, Carolina Botha, Hannelie Louw, et al.
(2023), pp. 85-104
Open Access
An integrated vision of overcoming the developmental disruptions of COVID-19
Macalane Junel Malindi, John F. Hay, Thabo Makhalemele
(2023), pp. 195-208
Open Access
Macalane Junel Malindi, John F. Hay, Thabo Makhalemele
(2023), pp. 195-208
Open Access
Supporting language and mathematics development in Foundation Phase learners: A case for communities of inquiry
Corné Kruger, Andri Schoonen, Itumeleng B Lesabe, et al.
(2023), pp. 145-169
Open Access
Corné Kruger, Andri Schoonen, Itumeleng B Lesabe, et al.
(2023), pp. 145-169
Open Access
Enabling resilience in learners who experienced grief and loss during the COVID-19 pandemic
Macalane Junel Malindi, Rachel R Mayimele
(2023), pp. 171-194
Open Access
Macalane Junel Malindi, Rachel R Mayimele
(2023), pp. 171-194
Open Access
