Creating a more inclusive world for children: International interdisciplinary research - Presentations by United Nations’ Sustainable Development Goals
- All
- SDG-01
- SDG-03
- SDG-04
- SDG-05
- SDG-08
- SDG-09
- SDG-10
- SDG-11
- SDG-12
- SDG-13
- SDG-14
- SDG-15
- SDG-16
- SDG-17
- All
- SDG-01
- SDG-03
- SDG-04
- SDG-05
- SDG-08
- SDG-09
- SDG-10
- SDG-11
- SDG-12
- SDG-13
- SDG-14
- SDG-15
- SDG-16
- SDG-17
CVC2026-631 – The family day care system in Australia: Supporting families and addressing workforce challenges
Thi Thao Vu, Crown Institute of Higher Education, Australia
CVC2026-632 – Post-COVID reading delays: Insights from South Africa
Sandra Stark, University of Pretoria, South Africa; Salome Geertsema, University of Pretoria, South Africa; Mia le Roux, University of Pretoria, South Africa
CVC2026-633 – Syllable-based assessment of whole-word phonology in Persian-speaking children with social communication disorder
Pegah Nikrah, University of Louisiana at Lafayette, United States; Elena Babatsouli, University of Louisiana at Lafayette, United States
CVC2026-634 – How little kids learn their languages: Developing an evidence base for young children learning Aboriginal languages in central Australia
Carmel O’Shannessy, Australian National University, Australia; Vanessa Davis, Tangentyere Council, Australia; Jessie Bartlett, Children’s Ground, Australia; Alice Nelson, Pudendum School, Australia
CVC2026-636 – “Heads up reader”: Content warnings in young adult literature
Kasey Garrison, Charles Sturt University, Australia
CVC2026-637 – Redefining ability: Role of technology in amplifying the voices of children with special needs
Madhurima Chakraborty, Adamas University, West Bengal, India; Kalyan Banerjee, Adamas University, West Bengal, India; Vishal Kumar, Adamas University, West Bengal, India; Rajesh V.R., Adamas University, ...
CVC2026-638 – Play as a voice: Supporting social competence in neurodivergent children in inclusive early childhood settings
Masud Ahmmed, Victoria University, Australia; Dunia El-Badaoui, Victoria University, Australia
CVC2026-640 – Pedagogy, sustainability, and global dialogue
Lisa Winiata, Kaitiaki kindergartens, New Zealand
CVC2026-641 – The development of phonetic complexity in Urdu-speaking children
Saira Ambreen, The University of Hong Kong, Hong Kong; Carol Kit Sum To, The University of Hong Kong, Hong Kong
CVC2026-642 – A children’s visual analogue intelligibility scale
Leah R. Paltiel-Gedalyovich, Achva Academic College, Israel
CVC2026-643 – Beyond the classroom: The impact of outdoor mathematics activities on preschool teachers’ beliefs and self-efficacy
Çağla Banko-Bal, Yeditepe University, Türkiye; Merve Ketenci Tona, Ministry of Education, Türkiye; Berrin Akman, Hacettepe University, Türkiye
CVC2026-644 – Bridging the implementation gap: Inclusive classroom strategies to support learners with dyslexia
Naima Nosirova, Kharisma Bangsa School, Indonesia
CVC2026-645 – Beyond translation: Underserved families seeking asylum share what cultural recommendations are needed when participating in intervention
Sarah Bartlett, Children’s Voices Centre, Charles Sturt University, Australia; Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Carolyn Gregoric, Children’s Voices Centre, Charles Sturt ...
CVC2026-646 – “Little Libraries” for Aboriginal and Torres Strait Islander children
Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Emily-Jane Woodhead, Children’s Voices Centre, Charles Sturt University, Australia; Sarah Bartlett, Children’s Voices Centre, Charles Sturt ...
CVC2026-647 – Reaching every child: Evidence from a multisensory, play-based inclusive education program across diverse global contexts
Mandy Lau, Reach & Match Inclusive Education, Australia
CVC2026-648 – Including children in disaster preparedness across regional Australia’s high-risk communities
Lucia Wuersch, Charles Sturt University, Australia
CVC2026-649 – Children as partners in practice: Co‑designed resources for participation, feedback, and shared decision‑making
Kylie Matusewicz, Noah’s Ark Inc., Australia
CVC2026-650 – Capturing children’s voices beyond words: Quantitative methods for coding vocalisation and gesture in early communication
Megan Burkhardt-Reed, University of Tennessee Health Science Center, United States
CVC2026-651 – Drawing belonging: Refugee and migrant children’s voices of starting early childhood and primary school in Aotearoa New Zealand
Hazel Woodhouse, University of Waikato, New Zealand; Sally Peters, University of Waikato, New Zealand
CVC2026-653 – Children with disabilities’ views and experiences of engaging with the health sector: Scoping review
Kate Freire, Charles Sturt University, Australia; Kathryn Crowe, Charles Sturt University, Australia; University of Iceland, Iceland; Suzanne C. Hopf, Charles Sturt University, Australia; Sharynne McLeod, ...
CVC2026-654 – Negotiating agency and rights: Consent practices with infants and toddlers in ECEC settings
Sonia Sin, Macquarie University, Australia
CVC2026-655 – Pragmatic experiential education and democratic learning environments for youth
Will Dobud, Charles Sturt University, Australia
CVC2026-656 – Children’s voices through materials: Identity, clay, and meaning-making in early childhood
Jasmine Crane, Educational Leader, Australia
CVC2026-657 – Representations of disability in picture books: Issues of inclusivity and literary quality
Amanda Niland, The University of Sydney, 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
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
CVC2026-660 – 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
CVC2026-661 – Children’s voices in early years read-alouds
Vahide Yigit Gencten, Emirates College for Advanced Education, United Arab Emirates
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
CVC2026-663 – Healthy minds, mighty kids: Student voice in whole-school mental health education
Elisabeth Price, University of Auckland, New Zealand