CVC2026-672 – Risk of early literacy difficulties in Polish-speaking preschoolers with speech sound disorders
Agata Trębacz-Ritter, Adam Mickiewicz University in Poznan, Poland
CVC2026-671 – “What do children want?”: Educators’ interpretation of children’s voices in creating equitable learning environments in school-age educare
Maryna Rosen, Mid Sweden University, Sweden
CVC2026-669 – Difficulty of phonological tasks in Polish-speaking preschoolers with and without speech sound disorders
Agata Trębacz-Ritter, Adam Mickiewicz University in Poznan, Poland
CVC2026-662 – Preschool teachers’ perspectives on emergent literacy in young children
Sunila John, Manipal Academy of Higher Education, India; Shalini Mathew, Manipal Academy of Higher Education, India; Monica Bellon-Harn, Appalachian State University, United States
CVC2026-660 – Beyond counting: Supporting early algebraic thinking in children with Down syndrome through family-led intervention
Kathy Cologon, Children’s Voices Centre, Charles Sturt University, Australia
CVC2026-685 – Assessing ethnolinguistic vitality and language transmission through institutional support: The case of Amazigh children’s programming on Tamazight TV in Morocco
Ibrahim Bouylagman, Mohammed First University Morocco, Morocco
CVC2026-682 – Art-based pedagogy and meaning-making among blind schoolgirls in India
Shafali Chadha, Research and Development Lead at Inside Me NGO, India