United Nations’ Sustainable Development Goals

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All
  • All
  • SDG-01
  • SDG-02
  • SDG-03
  • SDG-04
  • SDG-05
  • SDG-08
  • SDG-09
  • SDG-10
  • SDG-11
  • SDG-13
  • SDG-16
  • SDG-17

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

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

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

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 ...

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

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 ...

230 – WITHDRAWN – Assessment for playful learning in science

Cristina Guarrella, The University of Melbourne, Australia (cguarrella@unimelb.edu.au) Caroline Cohrssen, University of New England, Australia (ccohrsse@une.edu.au) Jan van Driel, The University of Melbourne, Australia (j.vandriel@unimelb.edu.au)

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

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

232 – Voices and narratives of children in Brussels neighbourhoods

Kaat Verhaeghe, Centre of Expertise Urban Coaching and Education, Brussels, Belgium (Kaatmartine.verhaeghe@ehb.be) Geert De Raedemaeker, Erasmus Brussels University of Applied Sciences and Arts, Brussels, Belgium ...

233 – My nature rights: A child rights-based participatory study exploring young children’s views of the natural world

Muireann Ranta, South East Technological University, Ireland (muireann.ranta@setu.ie)

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

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 ...

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

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)

236 – Understanding bilingual children’s functional communication

Leslie E. Kokotek, University of Cincinnati, USA (stokelle@ucmail.uc.edu) Karla N. Washington, University of Toronto, ON, Canada (karla.washington@utoronto.ca)

238 – Participation in community activities for children with complex communication needs

Caitlin Slaney, Charles Sturt University, Australia (cslaney@csu.edu.au) Judith Crockett, Charles Sturt University, Australia (jcrockett@csu.edu.au) Catherine Easton, Charles Sturt University, Australia(ceaston@csu.edu.au)

239 – How do infants socialise in groups in long day care centres?

Belinda Friezer, Charles Sturt University, Australia (bfriezer@bigpond.com) Linda Harrison, Macquarie University, Australia (linda.j.harrison@mq.edu.au) Sheena Elwick, Charles Sturt University, Australia (selwick@csu.edu.au)

240 – Inquiry-based project learning an approach to foster wellbeing and a culture of collaborative learning

Sarah Probine, Manukau Institute of Technology, Aotearoa (Sarah.Probine@manukau.ac.nz) Jo Perry, Manukau Institute of Technology, Aotearoa (jo.perry@manukau.ac.nz) Yo Heta-Lensen, Auckland University of Technology, Aotearoa (yo.heta-lensen@aut.ac.nz) Rachael ...

243 – Understanding scientific literacy through play-based settings in the early years: A critical review

Goutam Roy, Charles Sturt University, Australia (groy@csu.edu.au) Lena Danaia, Charles Sturt University, Australia (ldanaia@csu.edu.au) Shukla Sikder, Charles Sturt University, Australia (ssikder@csu.edu.au)

244 – Preliminary investigation of the role of hot and cool executive function skills in developmental stuttering

Hatun Zengin Bolatkale, California State University Fresno, USA (hatun@csufresno.edu) Burcu Akcay, Istanbul Medipol University, Turkey (brc.akcayy@gmail.com) Merve Aksoy, Istanbul Medipol University, Turkey (m.merveaksoy@outlook.com) Esra Kaymis, ...

245 – Maternal overcontrol and young children’s internalising problems in China: The roles of social competence and teacher-child conflict

Juanjuan Sun, Shanghai Normal University, China (sjj0256@163.com) Yan Li, Shanghai Normal University, China (liyan@shnu.edu.cn)

246 – COVID-19 affects parent-child relationships and preschoolers’ social adaptation in China

Wanjuan Weng, Shanghai Normal University, China (1000442418@smail.shnu.edu.cn) Xiaoyun Li, Shanghai Normal University, China (1000510512@smail.shnu.edu.cn) Shumin Wang, Shanghai Normal University, China (1000529027@smail.shnu.edu.cn) Yan Li, Shanghai Normal ...

248 – Promoting cognitive development through easy, error-tolerant playful learning

Nelli Khachatryan, European University of Armenia, Armenia (nellykhach@gmail.com)

249 – COVID-19 parental distress and problematic media use of preschool children in China: A moderated serial mediation model

Juan Li, Shanghai Normal University, China (1000513598@smail.shnu.edu.cn) Yuanyuan Zhai, Shanghai Normal University, China (1050782286@qq.com) Yanan Zhao, Shanghai Normal University, China (283023340@qq.com) Li Ye, Shanghai Normal ...

250 – Language development patterns of toddlers and activities supporting communication and language skills: The experience of Indigami Child Development Centre

Nelli Khachatryan, European University of Armenia; Indigami Child Development Centre, Armenia (nellykhach@gmail.com) Madonna Dubskaya, Indigami Child Development Centre, Armenia (amiclub.yerevan@gmail.com)

251 – Art to Heart: Using art groups to heal and create relationships between early childhood educators and children who have experienced trauma

Shiri Hergass, Art2Heart Academy, Sydney (shiri.hergass@gmail.com)

252 – Parental phubbing and child social-emotional adjustment: A meta-analysis

Jinghui Zhang, Shanghai Normal University, China (z_jingyan@163.com) Yan Li, Shanghai Normal University, China (liyan@shnu.edu.cn) Chuanmei Dong, Macquarie University, Australia (chuanmei.dong@mq.edu.au) Yue Jiang, Shanghai Normal University, ...

253 – Childcare centres in urban areas of Bangladesh: A case study

Arifa Rahman, Green University of Bangladesh, Bangladesh(arifa.gucetl@green.edu.bd)

254 – WITHDRAWN – Reliability and validity of the Social-Emotional Assessment/Evaluation Measure (18–36) with Chinese toddlers

Dingwen Huang, Shanghai Normal University, China (1000497850@smail.shnu.edu.cn) Tingting Yang, Hong Kou West Street Kindergarten, China (824554329@qq.com) Xiaoyan Bian, Shanghai Maternal and Child Health Centre, China ...

257 – The influence of drama in education on 5-year-old children’s emotional intelligence

Lina Zhang, Shanghai Normal University, China (nana80@163.com) Zhuoyuan Cui, Shanghai Children’s Library, China (cuizhuoyuansh@126.com ) Nianyang Wu, Shanghai Normal University, China (wunianyang@163.com )

258 – How can we support bilingual children with speech, language, and communication needs?

Elaine Ashton, Newcastle University, UK (elaine.ashton@ncl.ac.uk) Christine Jack, Newcastle University, UK (christine.jack@ncl.ac.uk) Carolyn Letts, Newcastle University, UK (carolyn.letts@ncl.ac.uk) Sean Pert, The University of Manchester, UK ...

259 – Macro- and micro-structure of story-retelling of children aged 3–6 years

Shasha Li, Shanghai Normal University, China (lishasha@shnu.edu.cn)

260 – Phonological development in a Kurdish-speaking child: A longitudinal study

Shahla Fatemi-Syadar, Tehran University of Medical Sciences, Iran (Shahla.fatemi@yahoo.com) Talieh Zarifian, University of Social Welfare and Rehabilitation Sciences, Iran (t.zarifian@yahoo.com, ta.zarifian@uswr.ac.ir)

261 – Intentional bilingualism in exogenous action: Learning from a child

Elena Babatsouli, University of Louisiana at Lafayette, USA (elena.babatsouli@louisiana.edu)

262 – Children’s acquisition of Setswana (Setlhaping and Sekwena) phonology

Olebeng Mahura, Charles Sturt University, Australia (omahura@csu.edu.ac.za ) Michelle Pascoe, University of Cape Town, South Africa (michelle.pascoe@uct.ac.za ) Heather Brookes, Stellenbosch University, South Africa (heatherbrookes@sun.ac.za ...
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