No. Presentation Title Country First Author
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

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