CVC2026-667 – The Nigerian children’s parliament: Adult structure or children’s space?
Ewajesu Okewumi, The University of Edinburgh, United Kingdom
CVC2026-666 – Assessment of inclusive education practices in the Schools Division of Batangas City
Rosalina Panganiban, Schools Division of Batangas City, Philippines
CVC2026-665 – Creating evidence-based guidelines for culturally responsive clinical practices: Supporting accurate diagnosis of speech sound disorder in Icelandic-Polish speaking children
Kathryn Crowe, University of Iceland, Iceland; Thora Másdóttir, University of Iceland, Iceland; Marc Daníel Skipstað Volhardt, University of Iceland, Iceland; Jóna Erlandsdóttir, University of Iceland, Iceland
CVC2026-663 – Healthy minds, mighty kids: Student voice in whole-school mental health education
Elisabeth Price, University of Auckland, New Zealand
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
CVC2026-661 – 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
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
CVC2026-659 – Resources in 131 languages and dialects about children’s speech development, assessment, and intervention
Helen L. Blake, Charles Sturt University, Australia; Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia
CVC2026-658 – Intersectionality, neuro-inclusive education, and holistic child development in rural early childhood education in Nepal: A reflective field inquiry
Sahas Bhandari, Kathmandu University, Nepal