nlonghurst@csu.edu.au – Page 2 – Early Childhood Voices Conference 2022

277 – Little architects develop STEM concepts through block play: An analysis of everyday play using cultural-historical lens

SDG-03, SDG-04, SDG-10 / Presentations, Professionals’ voices

Anamika Devi, RMIT University, Australia (anamika.devi@rmit.edu.au)
Shukla Sikder, Charles Sturt University, Australia (ssikder@csu.edu.au)
Wendy Goff, RMIT University, Australia (wendy.goff@rmit.edu.au)

276 – Assessing the validity of FOCUS-ÍS: A parent report questionnaire of functional communication development of 4-year-old children

SDG-03, SDG-04, SDG-10 / Communication, Presentations

Ösp Vilberg Baldursdóttir, University of Iceland, Iceland (ovb2@hi.is)
Thora Másdóttir, University of Iceland, Iceland (tm@hi.is)
Kathryn Crowe, University of Iceland, Iceland; Charles Sturt University, Australia (kcrowe@csu.edu.au)
Karla N. Washington, University of Toronto, Canada (karla.washington@utoronto.ca)

275 – Influences on bilingual speech development: A longitudinal Vietnamese-English case study

SDG-03, SDG-04, SDG-10 / Children’s voices, Communication, Presentations

Kate Margetson, Charles Sturt University, Australia (kmargetson@csu.edu.au)
Sharynne McLeod, Charles Sturt University, Australia (smcleod@csu.edu.au)
Sarah Verdon, Charles Sturt University, Australia (sverdon@csu.edu.au)

274 – A literature review on understanding children’s (5 to 12 years) 21st century skills development through STEM education

SDG-04, SDG-08 / Presentations, Professionals’ voices

Mohammad Alamgir Hossain, Charles Sturt University, Australia (mohossain@csu.edu.au)
Lena Danaia, Charles Sturt University, Australia (LDanaia@csu.edu.au)
Shukla Sikder, Charles Sturt University, Australia (ssikder@csu.edu.au)

273 – Followership and following practices in early childhood education

SDG-04, SDG-10 / Innovation, Leadership, Presentations, Professionals’ voices, Workforce

Melinda Brooker, Charles Sturt University, Australia (mbrooker@csu.edu.au)

272 – Conceptualisations of wellbeing in early childhood education and care: Where is literacy?

SDG-03, SDG-04 / Communication, Presentations, Wellbeing

Lisa Baker, University of Melbourne, Australia (lisa.baker@unimelb.edu.au)

271 – Playing with digital toys can be part of children’s imaginative play-worlds

SDG-04 / Children’s voices, Presentations, Professionals’ voices

Kristín Dýrfjörð, University of Akureyri (dyr@unak.is)

270 – LEARN: Essential elements of museum education programs for young children

SDG-04 / Presentations, Professionals’ voices

Sarah Young, REEaCH Centre, Melbourne Graduate School of Education, The University of Melbourne, Australia (sry@unimelb.edu.au)
Patricia Eadie, REEaCH Centre, Melbourne Graduate School of Education, The University of Melbourne, Australia (peadie@unimelb.edu.au)
Amelia Church, REEaCH Centre, Melbourne Graduate School of Education, The University of Melbourne, Australia (achurch@unimelb.edu.au)

269 – Indigenous culture promotes children’s STEAM learning through play in early childhood education settings

SDG-04 / Indigenous voices, Presentations, Professionals’ voices

Shukla Sikder, Charles Sturt University, Australia (ssikder@csu.edu.au)
Courtney Glazebrook, Charles Sturt University, Australia (cglazebrook@csu.edu.au)
Muhammad Alamgir Hossain, Macquarie University, Australia (muhammad.hossain1@students.mq.edu.au)

268 – Parents’ perspectives on ECEC and family wellbeing during the COVID-19 pandemic in Victoria, Australia

SDG-03, SDG-04, SDG-08, SDG-17 / Families’ voices, Presentations, Wellbeing

Penny Levickis, The University of Melbourne, Australia (penny.levickis@unimelb.edu.au)
Lisa Murray, The University of Melbourne, Australia (lisa.murray1@unimelb.edu.au)
Lynn Lee-Pang, The University of Melbourne, Australia (liee@unimelb.edu.au)
Patricia Eadie, The University of Melbourne, Australia (peadie@unimelb.edu.au)
Jane Page, The University of Melbourne, Australia (j.page@unimelb.edu.au)