CVC2026-674 – Checking outside the box: A practical checklist for holistic assessment of speech sound disorders
Malachi Henry, Indiana University Bloomington, United States; Alexis Moser, Florida State University, United States
CVC2026-673 – “This is me”: Children’s drawings as multimodal meaning-making, identity construction and participation in early childhood
Josephine Deguara, University of Malta, Malta
CVC2026-707 – Including children’s voices in a neurodiversity‑affirming theatre program
Kelsey Philpott-Robinson, OTARC, La Trobe University, Australia; Melissa Gilbert, OTARC, La Trobe University, Australia; Patrick Dwyer, OTARC, La Trobe University, Australia; Jenny Heriot, Full Spectrum Theatre, Australia; Drew Heriot, Full Spectrum Theatre, Australia
CVC2026-704 – When inclusion becomes meaningful: Family voices in early childhood education
Hediye Gul Ozdemir, Griffith University, Australia
CVC2026-701 – The spoon and “good care”: Rethinking infants’ rights in early childhood education
Nadia Di Martino, JCU and University of Newcastle, Australia
CVC2026-699 – When no one speaks: Silence, image, and child agency in picture books
Dalia Mostafa Abdulrahman, Cairo University, Egypt
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
CVC2026-694 – Challenging barriers to inclusion through a social relational lens in early childhood
Katie Wright, University of Sydney, Charles Sturt University, Australia