SDG-03 – Page 4 – Early Childhood Voices Conference 2022

235 – Language profiles of children with speech sound disorder with and without cleft palate

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

Stephanie van Eeden, Newcastle University, United Kingdom (s.van-eeden2@newcastle.ac.uk)
Helen Stringer, Newcastle University, United Kingdom (helen.stringer@newcastle.ac.uk)
Cristina McKean, Newcastle University, United Kingdom (cristina.mckean@newcastle.ac.uk)

235 – Language profiles of children with speech sound disorder with and without cleft palate View Presentation

234 – Efficacy of a self-directed video-based caregiver-implemented language program

SDG-03, SDG-04 / Families’ voices, Innovation, Presentations, Professionals’ voices

Xin Qi, The University of Hong Kong, Hong Kong, China (cynthiaq@connect.hku.hk)
Winnie W. H. Ng, The University of Hong Kong, Hong Kong, China (ngwingheen@gmail.com)
Gigi H. K. Tsang, The University of Hong Kong, Hong Kong, China (gigitsang830@gmail.com)
Saira Ambreen, The University of Hong Kong, Hong Kong, China (ambreen@connect.hku.hk)
Kevin K. H. So, The University of Hong Kong, Hong Kong, China (khso1123@connect.hku.hk)
Carol K. S. To, The University of Hong Kong, Hong Kong, China (tokitsum@hku.hk)

234 – Efficacy of a self-directed video-based caregiver-implemented language program View Presentation

231 – Social and emotional impacts of home learning for children during the COVID-19 pandemic: What the literature is telling us

SDG-03, SDG-04, SDG-10 / Children’s voices, Families’ voices, Presentations, Rural communities, Wellbeing

Katrina Gersbach, Charles Sturt University, Australia (kgersbach@csu.edu.au)

231 – Social and emotional impacts of home learning for children during the COVID-19 pandemic: What the literature is telling us View Presentation

229 – Evolution of swallowing and feeding abilities of neonates with hypoxic-ischaemic encephalopathy during hospitalisation: A case series

SDG-03, SDG-10 / Presentations, Wellbeing

Roxanne Malan, University of Pretoria, South Africa (malanroxanne@gmail.com)
Jeannie van der Linde, University of Pretoria, South Africa (jeannie.vanderlinde@up.ac.za)
Alta Kritzinger, University of Pretoria, South Africa (alta.kritzinger@up.ac.za)
Marien Graham, University of Pretoria, South Africa (marien.graham@up.ac.za)
Esedra Krüger, University of Pretoria, South Africa (esedra.kruger@up.ac.za)
Kumeshnie Kollapen, University of Pretoria, South Africa (komeshnie.kollapen@up.ac.za)
Zarina Lockhat, University of Pretoria, South Africa (zarina.lockhat@up.ac.za)

229 – Evolution of swallowing and feeding abilities of neonates with hypoxic-ischaemic encephalopathy during hospitalisation: A case series View Presentation

228 – Methods and ethics in qualitative research exploring young children’s voice: A systematic review

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

Yihan Sun, Monash University, Australia (yihan.sun@monash.edu)
Claire Blewitt, Monash University, Australia (claire.blewitt@monash.edu)
Susan Edwards, Australian Catholic University, Australia (Suzy.edwards@acu.edu.au)
Alexandra Fraser, Our Place – Colman Education Foundation, Australia (alexandra@ourplace.org.au)
Shannon Newman, Our Place – Colman Education Foundation, Australia (shannon@ourplace.org.au)
Julia Cornelius, Our Place – Colman Education Foundation, Australia (julia@ourplace.org.au)
Helen Skouteris, Monash University, Australia (helen.skouteris@monash.edu)

228 – Methods and ethics in qualitative research exploring young children’s voice: A systematic review View Presentation

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

SDG-03, SDG-04, SDG-05, SDG-08, SDG-09, SDG-10 / Presentations, Professionals’ voices, Wellbeing, Workforce

Amy Wolfe, Ohio University, USA (amy.wolfe@ohio.edu)
Tiffany Rowland, University of Toledo, USA (tiffany.rowland@rockets.utoledo.edu)
Jennifer Blackburn, Blooming View Montessori Academy, USA

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 View Presentation

226 – Preschool children’s views of participating in a case study in Iceland

SDG-03, SDG-17 / Children’s voices, Presentations, Wellbeing

Anna Elísa Hreiðarsdóttir, University of Akureyri, Iceland (annaelisa@unak.is)

226 – Preschool children’s views of participating in a case study in Iceland View Presentation

225 – Understanding bilingual children’s language use using cross-linguistic analysis

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

Rachel Wright Karem, Indiana University, USA (rwkarem@iu.edu)
Karla N. Washington, University of Toronto, Canada (karla.washington@utoronto.ca)

225 – Understanding bilingual children’s language use using cross-linguistic analysis View Presentation

224 – Teaching early years students about child ‘voice’

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

Deirdre Horgan, University College Cork, Ireland (d.horgan@ucc.ie)

224 – Teaching early years students about child ‘voice’ View Presentation

222 – Parents’ and teachers’ perceptions after the implementation of the Pragmatic Intervention Programme (PICP)

SDG-03, SDG-04, SDG-17 / Children’s voices, Communication, Families’ voices, Presentations

Tatiana Pereira, Center for Health Technology and Services Research, Center of Linguistics of the University of Lisbon, University of Aveiro, Portugal (tatiana.pereira@ua.pt)
Margarida Ramalho, Center of Linguistics of the University of Lisbon, Portugal (amargaridamcramalho@gmail.com)
Marisa Lousada, Center for Health Technology and Services Research, University of Aveiro, Portugal (marisalousada@ua.pt)

222 – Parents’ and teachers’ perceptions after the implementation of the Pragmatic Intervention Programme (PICP) View Presentation