| 201 |
Understanding peer relationships and bullying in early schooling: Using the PMSSW to explore children’s experiences |
Australia |
Elizabeth Murray |
| 202 |
The key to retention in early childhood education |
Australia |
Belinda Downey |
| 203 |
Including same-sex families in early childhood settings in Australia: Perspectives of parents of Chinese ancestry |
Australia |
Xinyun (Meg) Liang |
| 204 |
Developing antiracist pedagogies for early childhood education |
Australia |
Ryan Al-Natour |
| 205 |
What makes intentional teaching intentional? Intentionality and the active decision-making process in intentional teaching |
Australia |
Mia Yue Chen |
| 206 |
Vowels in babbling of typically-developing Persian-learning infants |
Iran |
Mina Fotuhi |
| 207 |
Vocal development of young children with early simultaneous bilateral cochlear implants |
Korea |
Youngmee Lee |
| 208 |
Supporting early years transitions for children with refugee and asylum-seeker backgrounds: A scoping review |
Australia |
Eseta Tualaulelei |
| 211 |
Speech intervention for rural Australian children |
Australia |
Sharynne McLeod |
| 212 |
Let’s talk about critical reflection |
Australia |
Maree Aldwinckle |
| 213 |
Curriculum innovation across cultural contexts for teachers, children, and families in Aotearoa New Zealand |
New Zealand |
Joanne Alderson |
| 214 |
Impacts of managerial systems on ECEs’ work in Australia: Implications for teaching and children’s learning |
Australia |
Marg Rogers |
| 215 |
Young children’s experiences of parental deployment within a defence family: Building research-based resources |
Australia |
Marg Rogers |
| 216 |
Supporting learning and transition to school for Ezidi refugee children in a rural Australian city |
Australia |
Somayeh Ba Akhlagh |
| 217 |
Rethinking children’s agency within families and ECE institutions |
Croatia |
Adrijana Višnjić-Jevtić |
| 218 |
What do self-generated drawings convey about the experiences of children with developmental language disorder? An interprofessional study |
USA |
Lauren Hudacek |
| 219 |
Parents’ perceptions of language disorder in children in Da Nang city, Vietnam in 2022 |
Vietnam |
Nguyen Minh Tai |
| 220 |
Early childhood educators’ burnout: A systematic review of determinants and interventions |
Australia |
Joanne Ng |
| 221 |
Harnessing collaborative research approaches to adapt early childhood service models for rural communities |
Australia |
Deborah Stockton |
| 222 |
Parents’ and teachers’ perceptions after the implementation of the Pragmatic Intervention Programme (PICP) |
Portugal |
Tatiana Pereira |
| 223 |
Examining the process of science concept formation in infancy and toddlerhood: A cultural historical exploration |
Australia |
Gillian O’Connor |
| 224 |
Teaching early years students about child ‘voice’ |
Ireland |
Deirdre Horgan |
| 225 |
Understanding bilingual children’s language use using cross-linguistic analysis |
USA |
Rachel Wright Karem |
| 226 |
Preschool children’s views of participating in a case study in Iceland |
Iceland |
Anna Elísa Hreiðarsdóttir |
| 227 |
Half the teacher I once was”: Ohio early childhood educators describe their mental well-being during the first year of the COVID-19 pandemic |
USA |
Amy Wolfe |
| 228 |
Methods and ethics in qualitative research exploring young children’s voice: A systematic review |
Australia |
Yihan Sun |
| 229 |
Evolution of swallowing and feeding abilities of neonates with hypoxic-ischaemic encephalopathy during hospitalisation: A case series |
South Africa |
Roxanne Malan |
| 230 |
Assessment for playful learning in science |
Australia |
Cristina Guarrella |
| 231 |
Social and emotional impacts of home learning for children during the COVID-19 pandemic: What the literature is telling us |
Australia |
Katrina Gersbach |
| 232 |
Voices and narratives of children in Brussels neighbourhoods |
Belgium |
Kaat Verhaeghe |
| 233 |
My nature rights: A child rights-based participatory study exploring young children’s views of the natural world |
Ireland |
Muireann Ranta |
| 234 |
Efficacy of a self-directed video-based caregiver-implemented language program |
China |
Xin Qi |
| 235 |
Language profiles of children with speech sound disorder with and without cleft palate |
United Kingdom |
Stephanie van Eeden |
| 236 |
Understanding bilingual children’s functional communication |
USA |
Leslie E. Kokotek |
| 238 |
Participation in community activities for children with complex communication needs |
Australia |
Caitlin Slaney |
| 239 |
How do infants socialise in groups in long day care centres? |
Australia |
Belinda Friezer |
| 240 |
Inquiry-based project learning an approach to foster wellbeing and a culture of collaborative learning |
Aotearoa |
Sarah Probine |
| 243 |
Understanding scientific literacy through play-based settings in the early years: A critical review |
Australia |
Goutam Roy |
| 244 |
Preliminary investigation of the role of hot and cool executive function skills in developmental stuttering |
USA |
Hatun Zengin-Bolatkale |
| 245 |
Maternal overcontrol and young children’s internalising problems in China: The roles of social competence and teacher-child conflict |
China |
Juanjuan Sun |
| 246 |
COVID-19 affects parent-child relationships and preschoolers’ social adaptation in China |
China |
Wanjuan Weng |
| 248 |
Promoting cognitive development through easy, error-tolerant playful learning |
Armenia |
Nelli Khachatryan |
| 249 |
COVID-19 parental distress and problematic media use of preschool children in China: A moderated serial mediation model |
China |
Juan Li |
| 250 |
Language development patterns of toddlers and activities supporting communication and language skills: The experience of Indigami Child Development Centre |
Armenia |
Nelli Khachatryan |
| 251 |
Art to Heart: Using art groups to heal and create relationships between early childhood educators and children who have experienced trauma |
Australia |
Shiri Hergass |
| 252 |
Parental phubbing and child social-emotional adjustment: A meta-analysis |
China |
Jinghui Zhang |
| 253 |
Childcare centres in urban areas of Bangladesh: A case study |
Bangladesh |
Arifa Rahman |
| 254 |
Reliability and validity of the Social-Emotional Assessment/Evaluation Measure (18–36) with Chinese toddlers |
China |
Dingwen Huang |
| 257 |
The influence of drama in education on 5-year-old children’s emotional intelligence |
China |
Lina Zhang |
| 258 |
How can we support bilingual children with speech, language, and communication needs? |
UK |
Elaine Ashton |
| 259 |
Macro- and micro-structure of story-retelling of children aged 3–6 years |
China |
Shasha Li |
| 260 |
Phonological development in a Kurdish-speaking child: A longitudinal study |
Iran |
Shahla Fatemi-Syadar |
| 261 |
Intentional bilingualism in exogenous action: Learning from a child |
USA |
Elena Babatsouli |
| 262 |
Children’s acquisition of Setswana (Setlhaping and Sekwena) phonology |
Australia |
Olebeng Mahura |
| 264 |
Positive outcomes for allied health professionals: Working together to support children with multifaceted needs |
Australia |
Michelle Brown |
| 265 |
Mobile Kindy Fiji: Changing the face of early childhood development in the Pacific, one community at a time |
Fiji |
Analesi Tuicaumia |
| 266 |
“Blast off”: Children’s cognition and imagination about the solar system through Science, Technology, Engineering, and Mathematics (STEM) based play |
Australia |
Shukla Sikder |
| 267 |
Leading as a socially-just practice within early childhood education |
Australia |
Leanne Gibbs |
| 268 |
Parents’ perspectives on ECEC and family wellbeing during the COVID-19 pandemic in Victoria, Australia |
Australia |
Penny Levickis |
| 269 |
Indigenous culture promotes children’s STEAM learning through play in early childhood education settings |
Australia |
Shukla Sikder |
| 270 |
LEARN: Essential elements of museum education programs for young children |
Australia |
Sarah Young |
| 271 |
Playing with digital toys can be part of children’s imaginative play-worlds |
Iceland |
Kristín Dýrfjörð |
| 272 |
Conceptualisations of wellbeing in early childhood education and care: Where is literacy? |
Australia |
Lisa Baker |
| 273 |
Followership and following practices in early childhood education |
Australia |
Melinda Brooker |
| 274 |
A literature review on understanding children’s (5 to 12 years) 21st century skills development through STEM education |
Australia |
Mohammad Alamgir Hossain |
| 275 |
Influences on bilingual speech development: A longitudinal Vietnamese-English case study |
Australia |
Kate Margetson |
| 276 |
Assessing the validity of FOCUS-ÍS: A parent report questionnaire of functional communication development of 4-year-old children |
Iceland |
Ösp Vilberg Baldursdóttir |
| 277 |
Little architects develop STEM concepts through block play: An analysis of everyday play using cultural-historical lens |
Australia |
Anamika Devi |
| 278 |
Enhancing language development in early education |
Australia |
Kathryn Marrington |
| 279 |
Sustainable development through STEM in early childhood education: A narrative analysis using cultural-historical theory |
Australia |
Sabira Sultana |
| 280 |
Educator networks enhancing children’s transition to school in rural areas |
Australia |
Jessamy Davies |
| 281 |
Partnering with families to pursue Sustainable Development Goals: Screening for unmet social needs in paediatric speech-language pathology |
Australia |
Lauren Hamill |
| 283 |
Children’s voices matter |
Australia |
Kate Beveridge |
| 285 |
Working together to develop the Early Childhood Hearing and talking Observations (ECHO) checklist with and for early childhood educators |
Australia |
Isabel O’Keeffe |
| 288 |
Supporting children’s recovery from bushfires |
Australia |
Nicole McGill |
| 289 |
Effectiveness of personalised intervention on phonological awareness, alphabetic principle and rapid automated naming (RAN) in a bilingual child with reading difficulties |
Spain |
Juana Muñoz López |
| 290 |
How does home language environment impact 4- to 6-year-old Chinese children’s reading comprehension? |
China |
Daoyue Wang |
| 291 |
Upskilling Community Champions to support service access |
Australia |
Nazish Khan |
| 292 |
Professional development of rural preschool teachers in a rural kindergarten in Jiangsu Province, China |
China |
Yuting Yin |
| 293 |
Amplifying children’s voice on children’s rights in the Indonesian context |
Indonesia |
Elga Andriana |
| 294 |
A photovoice study of emotional dynamics in Indonesian children with dyslexia |
Indonesia |
Pahru Rozi |
| 296 |
Analysis of 30 childcare policy texts from provincial governments in China under the three-child policy |
China |
Yingxin Bai |
| 297 |
Being Aboriginal: Australian Aboriginal children’s voices during the early years of school |
Australia |
Lysa Dealtry |
| 298 |
From ‘I like talking to my Mammy’ to ‘I don’t talk at school’: Understanding the lives of children with speech sound disorders using mixed methods |
Ireland |
Clare Carroll |
| 300 |
Methods in studying communication development of immigrant and refugee children: A scoping review |
Canada |
Catrine Demers |
| 301 |
Description of three implementation models of a dual-language program |
Canada |
Catrine Demers |
| 303 |
Young children’s perspectives of time in early childhood education and care in Iceland and Croatia |
Norway |
Alison Clark |
| 304 |
Revealing the embodied and material nature of plurilingual children’s engagement in science |
Luxembourg |
Sara Wilmes |
| 305 |
Early childhood professionals’ knowledge, beliefs and practices when supporting children suspected of communication disorders |
Australia |
Sarah Verdon |
| 308 |
Parents’ experiences and expectations of children’s transition to the first year of primary school after the COVID-19 pandemic |
Indonesia |
Lara Fridani |
| 309 |
Consistent and persistent: Parents’ voices for successful home language maintenance |
Australia |
Van H. Tran |
| 310 |
Digital child and digital parenting during the COVID-19 lockdown |
China |
Simin Cao |
| 312 |
Supporting motor skill development: Parent and carer perspectives |
Australia |
Cherie Zischke |
| 313 |
Emotional capital practices in infant pedagogy |
Australia |
Andi Salamon |
| 314 |
The perception of kindergarten leaders about gender roles and inclusive education in early childhood settings in China |
Australia |
Yangyue Tang |
| 317 |
Improving the lives of children and families in the aftermath of divorce |
Australia |
Linda Mahony |
| 318 |
Equality is not equity: Challenges facing early childhood teachers |
Australia |
Anne McLeod |
| 319 |
The impact of directors’ lived experience on promoting physical activity and motor skill development in early childhood education and care settings |
Australia |
Kelly Tribolet |
| 320 |
Indigenous education in early childhood |
Australia |
Cheree Dean |
