In press

Bosman, L. (2023/2024). “Because every kid can think like a scientist”: Reflecting South African
children’s voices on being scientists based on their inquiry-based science and engineering
experience. In Yang, W.; Senthil, J., & Kewalramani, S. (Eds). Science, Technology, Engineering, Arts
and Mathematics (STEAM) Education in the Early Years: Achieving the Sustainable Development
Goals. European Early Childhood Education Research Association (EECERA) and Routledge.
https://www.routledge.com/Science-Technology-Engineering-Arts-and-Mathematics-STEAM-
Education/Yang-Kewalramani-Senthil/p/book/9781032405681

Bosman, L. & Hartell, C. (2023). Beplanning van navorsingsvoorstelle vir opvoedkunde studies. In
Joubert, J.C., Hartell, C. & Lombard, K. (Reds.). Navorsing: ‘n Gids vir die Beginnernavorser (2de
uitgawe). Van Schaik.

Published

Bosman, L. (2022). Early learning development area: knowledge and understanding of the world.
In Ebrahim, H., Waniganayake, M., Hannaway D., and Matshediso, M. (Eds.), Curriculum, Pedagogy
and Assessment: A Handbook on Early Childhood Education in South Africa, Pearson Institute.

Bosman, L. (2022). Responsive use of assessment data in pedagogical documentation. In Ebrahim, H.,
Waniganayake, M., Hannaway D., and Matshediso, M. (Eds.), Curriculum, Pedagogy and Assessment:
A Handbook on Early Childhood Education in South Africa, Pearson Institute.

Bosman, L. (2020). Teaching science through inquiry in the Foundation Phase (pp. 73 – 128). In
Naudé, M. & Meier, C. (Eds). Teaching Life Skills in the Foundation Phase (2 nd ed). Van Schaik. ISBN
978-0-627-03724-5. https://www.vanschaiknet.com/book/view/483

Bosman, L., Naudé, M., Maree, S., Ramorola, Z., & Dicker, A. (2019). How Foundation Phase learners
develop a number concept (pp. 89-114). In Naudé, M. & Meier, C. (Ed). Teaching Foundation Phase
Mathematics: A Guide for South African Students and Teachers. Van Schaik.
https://www.vanschaiknet.com/book/view/447

Bosman, L. (2019). Patterns, Functions and Algebra in the Foundation Phase (pp. 197-249). In Naudé,
M. & Meier, C. (Ed). Teaching Foundation Phase Mathematics: A Guide for South African Students
and Teachers. Van Schaik. https://www.vanschaiknet.com/book/view/447

Wiese, R., Bosman, L., van Heerden, J.C., Joubert, I. (2018). Ondersteuningstrategieë vir
gedragsbevoegdheid by grondslagfaseleerders met aandagtekort- /
hiperaktiwiteitsversteuring, LitNet Akademies Vol. 15
(1), http://www.litnet.co.za/ondersteuningstrategiee-vir-gedragsbevoegdheid-
grondslagfaseleerders-met-aandagtekort-hiperaktiwiteitsversteuring/

Bosman, L (2017). Implementability of inquiry-based science education in the Foundation Phase
classroom. Unpublished PhD thesis, University of Pretoria. Available at:
https://repository.up.ac.za/handle/2263/61365

Joubert, I., Bosman L. & Venketsamy, R. (2017). Rethinking Assessment and Home Language-based
Education in the Foundation Phase (pp. 151-172). In Assessment in the Foundation Phase. Van
Schaik. ISBN: 987 0 627 03494 7. https://www.vanschaiknet.com/book/view/391

Fraser, W., Ferreira, R., Abrie, M., Van Heerden, J., Botha, M., Bosman, L., De Jager, L., Van Putten,
S., Kazeni, M. & Coetzee, S (2016). The Views of Student Teachers on The Development of Their
Teacher Identities. EDULEARN16. ISBN: 978-84-608-8860-4.

Bosman, L. (2016). Teaching science through inquiry in the Foundation Phase (pp. 67 – 116). In
Naudé, M. & Meier, C. (Ed). Teaching Life Skills in the Foundation Phase. Van Schaik. ISBN: 978 0 627
03389 6

Hartell, C. & Bosman, L. (2015). Beplanning van ‘n navorsingsvoorstel vir nagraadse studie (pp. 19 –
49). In Joubert, J.C., Hartell, C. & Lombard, K. Navorsing: ‘n Gids vir die Beginnernavorser. Van Schaik.
https://www.vanschaiknet.com/book/view/346

Bosman, L., Naudé, M., Maree, S., Ramorola, Z., & Dicker, A. (2015). Ontwikkeling van Getalbegrip
by leerders in die Grondslagfase (pp. 79-90). In Naudé, M. & Meier, C. (Red). Wiskunde-onderrig in
die Grondslagfase: ‘n Gids vir Suid-Afrikaanse Studente en Onderwysers. Van Schaik.

Bosman, L. (2015). Patrone, funksies en algebra in die Grondslagfase (pp. 143-191). In Naudé, M. &
Meier, C. (Red). Wiskunde-onderrig in die Grondslagfase: ‘n Gids vir Suid-Afrikaanse Studente en
Onderwysers. Van Schaik.

Bosman, L., Naudé, M., Maree, S., Ramorola, Z., & Dicker, A. (2014). How Foundation Phase Learners
develop a Number Concept (pp. 79 – 90). In Naudé, M. & Meier, C. (Ed). Teaching Foundation Phase
Mathematics: A Guide for South African Students and Teachers. Van Schaik.

Bosman, L. (2014). Patterns, functions and algebra in the Foundation Phase (pp. 141 – 193). In
Naudé, M. & Meier, C. (Ed). Teaching Foundation Phase Mathematics: A Guide for South African
students and teachers. Van Schaik.

School book:
Bosman, L., Greeff, L., Meyer, E. (2003). Learning Life Skills can be Fun! NASOU VIA AFRIKA
(Teacher’s Guide and Learners’ Book for Grade 1 Life Skills Learning Programme; translated into five
official languages).