Creating a more inclusive world for children: International interdisciplinary research - Presentations by United Nations’ Sustainable Development Goals
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CVC2026-601 – Listening as inclusion: Co‑constructing emotionally safe spaces with children and practitioners
Jayne Carter, Ignite Education Ltd, United Kingdom
CVC2026-602 – Beyond access: Centring children’s voices in inclusive digital early childhood practices in resource-constrained contexts
Adedayo Olofinnika, Early Childhood Institute, Nigeria
CVC2026-603 – Bringing neurodiverse learners’ voices to life through participatory action research
Kate Kernaghan, The University of Waikato, New Zealand
CVC2026-604 – Children’s insights about health and healthcare can advance health equity for children with disabilities across the world
Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Carolyn Gregoric, Children’s Voices Centre, Charles Sturt University, Australia; Helen L. Blake, Charles Sturt University, Australia; ...
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
CVC2026-606 – 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
CVC2026-607 – Youth perspectives: Experiences with a multidisciplinary weight management service, a qualitative study
Shen Meei Chia, NSW Health, Australia; Slavica Krstic, NSW Health, Australia; Fang Lin, NSW Health, Australia; Faye Southcombe, NSW Health, Australia; Sarah Dennis, The University ...
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 ...
CVC2026-609 – Using digital storytelling in teaching foreign languages to young learners
Kamila Wichrowsk, University of Warsaw, Poland; Paulina Marchlik, University of Warsaw, Poland
CVC2026-610 – What should we call play? Teachers’ discursive negotiation of play’s legitimacy in schools
Brendon Hyndman, Charles Sturt University, Australia
CVC2026-611 – Early childhood educators’ confidence and willingness to teach STEM: A systematic review with a focus on engineering
Rajy Xavier, Ikon Institute of Australia, Australia
CVC2026-612 – Understanding and responding to children’s vulnerability: What educators need from professional learning
Alison Watson, Federation University, Australia
CVC2026-613 – Views of preschoolers on digital technologies
Ora Segal-Drori, The Academic College Levinsky-Wingate, Israel; Islam Abu Asaad, Sakhnin College for Teacher Education, Israel
CVC2026-614 – Co-designing the English classroom: Amplifying adolescent voice, agency, and belonging
Alice Elwell, Queensland Academy for Creative Industries, Australia
CVC2026-615 – Inclusion and play-based learning: Visual narratives on the Australian early childhood organisation’s websites imagery
Nilufar Jahan, Gurdian Childcare and Education, Australia; Abm Ahasan Raqib, Monash University, Australia; Fatema Taj Johora, Australian Catholic University, Australia
CVC2026-616 – Pathways to inclusion for LGBTIQ+ families: Learning from families’ voices in maternity and child and family health
Cyrena Hunt-Madden, Charles Sturt University, Australia; Adam Johns, South Eastern Sydney Local Health District, NSW Health, Australia
CVC2026-617 – Listening to families: Access to support for Aboriginal and Torres Strait Islander children with communication needs
Cyrena Hunt-Madden, Charles Sturt University, Australia; Ebony Lewis, University of New South Wales, Australia; Alison Purcell, Western Sydney University, Australia; Rona Macniven, University of New ...
CVC2026-618 – Listening beyond words: Supporting children’s voices through multimodal expression in diverse classrooms
Sultana Yasmeen Jamal, Independent Researcher, United States
CVC2026-619 – From voice to action: Embedding children’s environmental rights through measurable participation in early childhood education
Gabby Millgate, Woden Valley Early Learning Centre; Australian Association for Environmental Education, ACT, Australia
CVC2026-620 – Children’s perspectives: ‘Inclusion is playing together’
Arifa Rahman, Charles Sturt University, Australia; Lucia Zundans-Fraser, Charles Sturt University, Australia; Shukla Sikder, Charles Sturt University, Australia
CVC2026-621 – Belonging is not the same for everyone: Children’s diverse
experiences of inclusion in mentally healthy schools; Kim Andreassen, Curtin University, Australia; Nicole Sips, Curtin University, Australia; Sharyn Burns, Curtin 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 ...
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 ...
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
CVC2026-625 – 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
CVC2026-626 – Preparing to protect? Early career nurses’ engagement with mandatory reporting of child maltreatment in Australia: Preliminary results/findings from a qualitative study
Sarah Stenson, Charles Sturt University, Australia; Julian Grant, Charles Sturt University, Australia; Angela Fenton, Charles Sturt University, Australia; Allison Hutton, Western Sydney University, Australia
CVC2026-627 – Involving children who stutter or clutter and their parents in speech-language pathology education
Amy Connery, Trinity College Dublin, Ireland
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
CVC2026-629 – Using storytelling to support children’s engagement in a local government community consultation project
Felicity Dunn, eQIPd, 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