CVC2026-680 – From voice to influence: Co-constructing curriculum using Lundy’s participation model
Nadia Wilson-Ali, Nido Early School, Australia
CVC2026-678 – Play-based formative assessment as a catalyst to showcase children’s capabilities and sustain high-quality mathematics pedagogy and practice
Jo Grimmond, Charles Sturt University, Australia
CVC2026-677 – A bibliometric analysis of shared book reading in children with autism spectrum disorder
Christeen Aleena Thomas, Manipal Academy of Higher Education, India; Sunila John, Manipal Academy of Higher Education, India
CVC2026-703 – Gender-responsive pedagogical practices in early childhood care and education in Vietnam: A qualitative study
Tú Nguyen Thi Cam, Nghe An University, Vietnam; Luyen Nguyen Thi, Hanoi National University of Education, Vietnam
CVC2026-702 – Understanding the mental number line of children with Down syndrome
Thi Hong Dung Phan, University of Queensland, Australia; Rhonda Faragher, University of Queensland, Australia
CVC2026-702 – Understanding the mental number line of children with Down syndrome View Presentation
CVC2026-698 – Between “that’s boring” and “one more time”: Preschoolers’ voices in the evaluation of a mobile story-listening game for children at cognitive risk for dyslexia
Mellisa Chin, Taylor’s University Lakeside Campus, Malaysia; Arabella Xiongyue Dai, Taylor’s University Lakeside Campus, Malaysia
CVC2026-697 – Did remote learning change anything? Student outcomes and the reality of post-pandemic pedagogy
Kelly Maloney, California Lutheran University, United States
CVC2026-696 – Mathematics anxiety and inclusive learning experiences in children with Down syndrome: A review of current evidence
Mansoureh Moghtadaie Pozveh, The University of Queensland, Australia