Creating a more inclusive world for children: International interdisciplinary research - Presentations by United Nations’ Sustainable Development Goals
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CVC2026-694 – Challenging barriers to inclusion through a social relational lens in early childhood
Katie Wright, University of Sydney, Charles Sturt University, Australia
CVC2026-696 – Mathematics anxiety and inclusive learning experiences in children with Down syndrome: A review of current evidence
Mansoureh Moghtadaie Pozveh, The University of Queensland, Australia
CVC2026-697 – Did remote learning change anything? Student outcomes and the reality of post-pandemic pedagogy
Kelly Maloney, California Lutheran University, United States
CVC2026-698 – Between “that’s boring” and “one more time”: Preschoolers’ voices in the evaluation of a mobile story-listening game for children at cognitive risk for dyslexia
Mellisa Chin, Taylor’s University Lakeside Campus, Malaysia; Arabella Xiongyue Dai, Taylor’s University Lakeside Campus, Malaysia
CVC2026-699 – When no one speaks: Silence, image, and child agency in picture books
Dalia Mostafa Abdulrahman, Cairo University, Egypt
CVC2026-700 – Collaboration between speech pathology and education to screen children’s speech
Felicity Laurence, Charles Sturt University, Australia; Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Sarah Verdon, Charles Sturt University, Australia; Lisa Johnson, Catholic Education ...
CVC2026-701 – The spoon and “good care”: Rethinking infants’ rights in early childhood education
Nadia Di Martino, JCU and University of Newcastle, Australia
CVC2026-702 – Understanding the mental number line of children with Down syndrome
Thi Hong Dung Phan, University of Queensland, Australia; Rhonda Faragher, University of Queensland, Australia
CVC2026-703 – Gender-responsive pedagogical practices in early childhood care and education in Vietnam: A qualitative study
Tú Nguyen Thi Cam, Nghe An University, Vietnam; Luyen Nguyen Thi, Hanoi National University of Education, Vietnam
CVC2026-704 – When inclusion becomes meaningful: Family voices in early childhood education
Hediye Gul Ozdemir, Griffith University, Australia
CVC2026-705 – Supporting multilingual learners in Icelandic preschools: Interaction of educators’ beliefs, practices, and institutional conditions
Berglind Jónsdótiir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Jóhanna T. Einarsdóttir, University of Iceland, Iceland; Mark Guiberson, University of Wyoming, United ...
CVC2026-706 – Culturally responsive methods of assessing and diagnosing speech sound disorder in Lithuanian-Icelandic multilingual children: A converging evidence approach
Zivile Vaisyte, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Thora Másdóttir, University of Iceland, Iceland; Daiva Kairienė, Vtyautas Magnus University, Lithuania
CVC2026-707 – Including children’s voices in a neurodiversity‑affirming theatre program
Kelsey Philpott-Robinson, OTARC, La Trobe University, Australia; Melissa Gilbert, OTARC, La Trobe University, Australia; Patrick Dwyer, OTARC, La Trobe University, Australia; Jenny Heriot, Full Spectrum ...
CVC2026-708 – Conceptual development in preschool-aged children
Sara Kristín Þorleifsdóttir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Susan Neuman, New York University, Steinhardt School of Culture, Education, and Human ...
CVC2026-709 – Language difference or language disorder? Developing culturally responsive scoring guidelines for a test of Icelandic
Rebekka Rán Magnúsdóttir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Helen Koulidobrova, Central Connecticut State University, United States; Karla N. Washington, University ...
CVC2026-710 – Icelandic speech-language pathologists’ practices with multilingual and linguistically diverse children and adults
Katla Einarsdóttir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Thora Másdóttir, University of Iceland, Iceland; Pauline van der Straten Waillet, Université Libre ...
CVC2026-711 – Lookup: Beyond the screen, the future of childhood
Noah Lewis, University of Technology Sydney, Australia; Natasha Ferguson, University of Technology Sydney, Australia; Amber Dempsey, University of Technology Sydney, Australia; Olivia Cambouris, University of ...
CVC2026-712 – Does this intervention work? Fidelity measurement in a preschool-based vocabulary intervention
Halla Jónsdóttir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Susan Neuman, New York University, Steinhardt School of Culture, Education, and Human Development, ...
CVC2026-713 – From invisible question marks to unconditional belonging: Family narratives of inclusive education
Kathy Cologon, Children’s Voices Centre, Charles Sturt University, Australia; Zinnia Mevawalla, University of Strathclyde, United Kingdom
CVC2026-714 – Improving interpreted-mediated interactions in early intervention: Insights from professionals supporting families of children with hearing loss
Kathryn Crowe, University of Iceland, Iceland
CVC2026-715 – Facilitating children’s participation in early childhood education
Putri Ayu Wulandari, Early Childhood Care and Development – Resource Centre Yogyakarta, Indonesia; Bernadheta Fridayanti, Early Childhood Care and Development – Resource Centre (ECCD-RC) Yogyakarta, ...
CVC2026-716 – A visual play assessment framework: A systematic approach to tracking children’s development through play
Fangfang Fan, Kaihua County Experimental Kindergarten, China; Min Cheng, Kaihua County Experimental Kindergarten, China; Yizhen Liu, Kaihua County Experimental Kindergarten, China; Shengqiu Shao, Kaihua County ...
CVC2026-717 – A bioecological analysis of children draw playing
Lindsay Smith, Charles Sturt University, Australia; Kate Freire, Charles Sturt University, Australia; Arifa Rahman, Charles Sturt University, Australia; Sarah Stenson, Charles Sturt University, Australia; Sarah ...
CVC2026-718 – Hearing Young Voices: Methodological approaches to studying intercountry adoptees (Ages 0–12) in Ireland
Simone McCaughren, Trinity College Dublin, Ireland; Aisling Parkes, University College Cork, Ireland
CVC2026-719 – Exploring the demographic and contextual determinants of student dropouts in the School Division Office of Batangas City: Inputs for program development
Marc Elmer Perez, Department of Education – Schools Division of Batangas City, Philippines; Angelisa Amoto, Schools Division of Batangas City, Philippines; Mark Angelo Dilay, Department ...
CVC2026-720 – Cultivating digital empathy: Children’s voices on identity, ethics, and coexistence in a hybrid digital world
Emma Nowotny Villegas, Arigatou International, Switzerland
CVC2026-721 – Strengthening digital readiness in the Schools Division Office of Batangas City: An international computer and information literacy anchored study of digital learner competence in grades 6 and 10
Marc Elmer Perez, Department of Education – Schools Division of Batangas City, Philippines
CVC2026-722 – Seeds of leadership: A qualitative study on school leaders’ experiences in curriculum implementation and management practices in the Schools Division of Batangas City
Marc Elmer Perez, Department of Education – Schools Division of Batangas City, Philippines; Hermogenes Panganiban, Department of Education – Schools Division of Batangas City, Philippines; ...
CVC2026-724 – Children’s conceptual learning through culturally responsive pedagogy in the early years: A literature review
Muhammad Alamgir Hossain, Charles Sturt University, Australia
CVC2026-725 – The feasibility of the P.E.A.C.E. pack anti-bullying program in Western Mongolian schools
Altaituya Burnee, School#1 Gobi-Altai, Mongolia