CVC2026-636 – “Heads up reader”: Content warnings in young adult literature
Kasey Garrison, Charles Sturt University, Australia
CVC2026-636 – “Heads up reader”: Content warnings in young adult literature View Presentation
CVC2026-634 – How little kids learn their languages: Developing an evidence base for young children learning Aboriginal languages in central Australia
Carmel O’Shannessy, Australian National University, Australia; Vanessa Davis, Tangentyere Council, Australia; Jessie Bartlett, Children’s Ground, Australia; Alice Nelson, Pudendum School, Australia
CVC2026-628 – Between mistrust and engagement: Supporting participation of Roma children in Poland – A literature review
Paulina Domek, SWPS University, Ombudsperson for Children Office, 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
CVC2026-670 – Aspects of early childhood speech in Louisiana
Lindsey Bergeron, University of Louisiana at Lafayette, United States; Claire Glaeser, University of Louisiana at Lafayette, United States; Elena Babatsouli, University of Louisiana at Lafayette, United States
CVC2026-670 – Aspects of early childhood speech in Louisiana View Presentation
CVC2026-667 – The Nigerian children’s parliament: Adult structure or children’s space?
Ewajesu Okewumi, The University of Edinburgh, United Kingdom
CVC2026-663 – Healthy minds, mighty kids: Student voice in whole-school mental health education
Elisabeth Price, University of Auckland, New Zealand
CVC2026-661 – Children’s voices in early years read-alouds
Vahide Yigit Gencten, Emirates College for Advanced Education, United Arab Emirates
CVC2026-661 – Children’s voices in early years read-alouds View Presentation