CVC2026-725 – The feasibility of the P.E.A.C.E. pack anti-bullying program in Western Mongolian schools
Altaituya Burnee, School#1 Gobi-Altai, Mongolia
CVC2026-724 – Children’s conceptual learning through culturally responsive pedagogy in the early years: A literature review
Muhammad Alamgir Hossain, Charles Sturt University, Australia
CVC2026-743 – Exploring similarities and differences between the early years learning framework (EYLF), Australia and Sri Lanka’s national early childhood curriculum framework: Implications for early childhood practice
Yasaara Kaluaratchi, Prospects College of Higher Education/Charles Sturt University-Colombo, Sri Lanka
CVC2026-742 – Looking to hear: Engagement, dialogue, and encounters unpacking children’s voices in the context of play
Brooke Bailey, East Maitland Preschool, Australia; Jodie Cox, East Maitland Preschool, Australia
CVC2026-740 – Children as meaning-makers: Home-educated children’s photo-narratives of learning, belonging and participation
Jeannette Simpson, St Mary’s University, United Kingdom
CVC2026-739 – Understanding the voices and learning experiences of children with autism in inclusive educational settings
Saguna Thapa, Kathmandu University, Nepal
CVC2026-738 – Assent in action: Exploring ethical practice in arts-based research with young children
Tamara Cumming, Children’s Voices Centre, Charles Sturt University, Australia; Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Belinda Downey, Charles Sturt University, Australia
CVC2026-734 – The right to musical knowledge: Curricular policies and music education in local Brazilian public schools
Valter Junior, Universidade Federal de São Paulo – UNIFESP, Brazil
CVC2026-733 – Changing how children speak: Effects of syntactic intervention on spontaneous language in autism spectrum disorder
Mafalda Azevedo, RISE.Health, Portugal; Alexandrina Martins, University of Lisbon, Portugal; Marisa Lousada, RISE.Health; University of Aveiro, Portugal
CVC2026-732 – “The mighty six”: Drawing on children’s participation rights to (re)imagine physical education and physical activity experiences with autistic students
Stella Gkegka, University of Strathclyde, United Kingdom; Pum Dunbar, University of Strathclyde, United Kingdom