CVC2026-609 – Using digital storytelling in teaching foreign languages to young learners
Kamila Wichrowsk, University of Warsaw, Poland; Paulina Marchlik, University of Warsaw, Poland
CVC2026-608 – Children draw playing: Interdisciplinary insights from drawings from 10 countries
Carolyn Gregoric, Children’s Voices Centre, Charles Sturt University, Australia; Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Belinda Downey, Charles Sturt University, Australia; Brendon Hyndman, Charles Sturt University, Australia; Shukla Sikder, Charles Sturt University, Australia; Helen L. Blake, Charles Sturt University, Australia; Katharine Freire, Charles Sturt University, Australia; Katrina Gersbach, Charles Sturt University, Australia; Suzanne C. Hopf, Charles Sturt University, Australia; Kasey Hillyar, Charles Sturt University, Australia; Laura Hoffman, Charles Sturt University, Australia; Muhammad Hossain, Charles Sturt University, Australia; Janine Krecko, Charles Sturt University, Australia; Arifa Rahman, Charles Sturt University, Australia; Azizur Rahman, Charles Sturt University, Australia; Mehdi Rassafiani, Charles Sturt University, Australia; Goutam Roy, Charles Sturt University, Australia; Lindsay Smith, Charles Sturt University, Australia; Van H. Tran, Charles Sturt University, Australia
CVC2026-606 – Home-school-community collaboration programs for 0- to 6-year-old children: A scoping review
Jinjin Lu, Xi’an Jiaotong-Liverpool University, China; Tong Lin, Wenzhou-Kean University, China; Stefan Reindl, Xi’an Jiaotong-Liverpool University, China; Wenping Zhang, Wenzhou-Kean University, China
CVC2026-605 – Enhancing participation and voice in early childhood classrooms: A scoping review of inclusive practices for children with developmental delays
Adenike Marquis-Otoijamun, Inclusive Minds.ed, Nigeria; Chidubem Precious Ezurike, University of Glasgow, United Kingdom
CVC2026-603 – Bringing neurodiverse learners’ voices to life through participatory action research
Kate Kernaghan, The University of Waikato, New Zealand
CVC2026-602 – Beyond access: Centring children’s voices in inclusive digital early childhood practices in resource-constrained contexts
Adedayo Olofinnika, Early Childhood Institute, Nigeria
CVC2026-625 – Characteristics of speech production and lexical use in toddlers: A play environment with a dog compared to a play environment with a doll
Gitit Mor-Itzhakniya, University of Haifa. Ono Academic College, Israel; Gila Tubul-Lavy, Ono Academic College, Kiryat Ono, Israel
CVC2026-624 – Artificial intelligence and communication disorders: Enhancing access to language assessment for multilingual children
Insiya Bhalloo, University of Alberta, Canada; Andrea MacLeod, University of Alberta, Canada
CVC2026-623 – Intelligibility in Context Scale: A speech screening tool for kindergarten students in Tasmania
Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Sarah Verdon, Charles Sturt University, Australia; Felicity Laurence, Catholic Education Tasmania, Charles Sturt University, Australia; Lisa Johnson, Catholic Education Tasmania, Australia; Kathryn Crowe, Charles Sturt University, Australia; University of Iceland, Iceland; Nicola Ivory, Charles Sturt University, Australia
CVC2026-622 – Children draw playing: Insights from 101 children in Mongolia
Carolyn Gregoric, Children’s Voices Centre, Charles Sturt University, Australia; Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Belinda Downey, Charles Sturt University, Australia; Laura Hoffman, Charles Sturt University, Australia; Brendon Hyndman, Charles Sturt University, Australia; Lindsay Smith, Charles Sturt University, Australia; Altaituya Burnee, Adjunct, Children’s Voices Centre, Charles Sturt University, Mongolia
CVC2026-622 – Children draw playing: Insights from 101 children in Mongolia View Presentation