CVC2026-631 – The family day care system in Australia: Supporting families and addressing workforce challenges
Thi Thao Vu, Crown Institute of Higher Education, Australia
CVC2026-630 – Sustaining children’s scientific literacy in the early years: A four-phase framework for educators
Goutam Roy, Charles Sturt University, Australia; Shukla Sikder, Charles Sturt University, 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
CVC2026-672 – 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
CVC2026-670 – 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
CVC2026-669 – Difficulty of phonological tasks in Polish-speaking preschoolers with and without speech sound disorders
Agata Trębacz-Ritter, Adam Mickiewicz University in Poznan, Poland
CVC2026-668 – Translating early childhood policy: How teams of educators negotiate quality for children
Jessamine Giese, Queensland University of Technology, Australia