{"id":1094,"date":"2022-11-30T05:32:08","date_gmt":"2022-11-30T05:32:08","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/?page_id=1094"},"modified":"2022-12-04T00:22:36","modified_gmt":"2022-12-04T00:22:36","slug":"all-presentations","status":"publish","type":"page","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/all-presentations\/","title":{"rendered":"All Presentations"},"content":{"rendered":"\t\t
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No.<\/th>\nPresentation Title<\/th>\nCountry<\/th>\nFirst Author<\/th>\n<\/tr>\n<\/thead>\n
201<\/td>\nUnderstanding peer relationships and bullying in early schooling: Using the PMSSW to explore children\u2019s experiences<\/a><\/td>\nAustralia<\/td>\nElizabeth Murray<\/td>\n<\/tr>\n
202<\/td>\nThe key to retention in early childhood education<\/a><\/td>\nAustralia<\/td>\nBelinda Downey<\/td>\n<\/tr>\n
203<\/td>\nIncluding same-sex families in early childhood settings in Australia: Perspectives of parents of Chinese ancestry<\/a><\/td>\nAustralia<\/td>\nXinyun (Meg) Liang<\/td>\n<\/tr>\n
204<\/td>\nDeveloping antiracist pedagogies for early childhood education<\/a><\/td>\nAustralia<\/td>\nRyan Al-Natour<\/td>\n<\/tr>\n
205<\/td>\nWhat makes intentional teaching intentional? Intentionality and the active decision-making process in intentional teaching<\/a><\/td>\nAustralia<\/td>\nMia Yue Chen<\/td>\n<\/tr>\n
206<\/td>\nVowels in babbling of typically-developing Persian-learning infants<\/a><\/td>\nIran<\/td>\nMina Fotuhi<\/td>\n<\/tr>\n
207<\/td>\nVocal development of young children with early simultaneous bilateral cochlear implants<\/a><\/td>\nKorea<\/td>\nYoungmee Lee<\/td>\n<\/tr>\n
208<\/td>\nSupporting early years transitions for children with refugee and asylum-seeker backgrounds: A scoping review<\/a><\/td>\nAustralia<\/td>\nEseta Tualaulelei<\/td>\n<\/tr>\n
211<\/td>\nSpeech intervention for rural Australian children <\/a><\/td>\nAustralia<\/td>\nSharynne McLeod<\/td>\n<\/tr>\n
212<\/td>\nLet\u2019s talk about critical reflection<\/a><\/td>\nAustralia<\/td>\nMaree Aldwinckle<\/td>\n<\/tr>\n
213<\/td>\nCurriculum innovation across cultural contexts for teachers, children, and families in Aotearoa New Zealand<\/a><\/td>\nNew Zealand<\/td>\nJoanne Alderson<\/td>\n<\/tr>\n
214<\/td>\nImpacts of managerial systems on ECEs\u2019 work in Australia: Implications for teaching and children\u2019s learning<\/a><\/td>\nAustralia<\/td>\nMarg Rogers<\/td>\n<\/tr>\n
215<\/td>\nYoung children\u2019s experiences of parental deployment within a defence family: Building research-based resources\u00a0<\/a><\/td>\nAustralia<\/td>\nMarg Rogers<\/td>\n<\/tr>\n
216<\/td>\nSupporting learning and transition to school for Ezidi refugee children in a rural Australian city<\/a><\/td>\nAustralia<\/td>\nSomayeh Ba Akhlagh<\/td>\n<\/tr>\n
217<\/td>\nRethinking children\u2019s agency within families and ECE institutions<\/a><\/td>\nCroatia<\/td>\nAdrijana Vi\u0161nji\u0107-Jevti\u0107<\/td>\n<\/tr>\n
218<\/td>\nWhat do self-generated drawings convey about the experiences of children with developmental language disorder? An interprofessional study<\/a><\/td>\nUSA<\/td>\nLauren Hudacek<\/td>\n<\/tr>\n
219<\/td>\nParents\u2019 perceptions of language disorder in children in Da Nang city, Vietnam in 2022<\/a><\/td>\nVietnam<\/td>\nNguyen Minh Tai<\/td>\n<\/tr>\n
220<\/td>\nEarly childhood educators\u2019 burnout: A systematic review of determinants and interventions<\/a><\/td>\nAustralia<\/td>\nJoanne Ng<\/td>\n<\/tr>\n
221<\/td>\nHarnessing collaborative research approaches to adapt early childhood service models for rural communities<\/a><\/td>\nAustralia<\/td>\nDeborah Stockton<\/td>\n<\/tr>\n
222<\/td>\nParents\u2019 and teachers\u2019 perceptions after the implementation of the Pragmatic Intervention Programme (PICP)<\/a><\/td>\nPortugal<\/td>\nTatiana Pereira<\/td>\n<\/tr>\n
223<\/td>\nExamining the process of science concept formation in infancy and toddlerhood: A cultural historical exploration<\/a><\/td>\nAustralia<\/td>\nGillian O\u2019Connor<\/td>\n<\/tr>\n
224<\/td>\nTeaching early years students about child \u2018voice\u2019<\/a><\/td>\nIreland<\/td>\nDeirdre Horgan<\/td>\n<\/tr>\n
225<\/td>\nUnderstanding bilingual children\u2019s language use using cross-linguistic analysis<\/a><\/td>\nUSA<\/td>\nRachel Wright Karem<\/td>\n<\/tr>\n
226<\/td>\nPreschool children\u2019s views of participating in a case study in Iceland\u00a0<\/a><\/td>\nIceland<\/td>\nAnna El\u00edsa Hrei\u00f0arsd\u00f3ttir<\/td>\n<\/tr>\n
227<\/td>\nHalf the teacher I once was\u201d: Ohio early childhood educators describe their mental well-being during the first year of the COVID-19 pandemic<\/a><\/td>\nUSA<\/td>\nAmy Wolfe<\/td>\n<\/tr>\n
228<\/td>\nMethods and ethics in qualitative research exploring young children\u2019s voice: A systematic review<\/a><\/td>\nAustralia<\/td>\nYihan Sun<\/td>\n<\/tr>\n
229<\/td>\nEvolution of swallowing and feeding abilities of neonates with hypoxic-ischaemic encephalopathy during hospitalisation: A case series<\/a><\/td>\nSouth Africa<\/td>\nRoxanne Malan<\/td>\n<\/tr>\n
230<\/td>\nAssessment for<\/em> playful learning in science<\/a><\/td>\nAustralia<\/td>\nCristina Guarrella<\/td>\n<\/tr>\n
231<\/td>\nSocial and emotional impacts of home learning for children during the COVID-19 pandemic: What the literature is telling us<\/a><\/td>\nAustralia<\/td>\nKatrina Gersbach<\/td>\n<\/tr>\n
232<\/td>\nVoices and narratives of children in Brussels neighbourhoods<\/a><\/td>\nBelgium<\/td>\nKaat Verhaeghe<\/td>\n<\/tr>\n
233<\/td>\nMy nature rights: A child rights-based participatory study exploring young children\u2019s views of the natural world<\/a><\/td>\nIreland<\/td>\nMuireann Ranta<\/td>\n<\/tr>\n
234<\/td>\nEfficacy of a self-directed video-based caregiver-implemented language program<\/a><\/td>\nChina<\/td>\nXin Qi<\/td>\n<\/tr>\n
235<\/td>\nLanguage profiles of children with speech sound disorder with and without cleft palate<\/a><\/td>\nUnited Kingdom<\/td>\nStephanie van Eeden<\/td>\n<\/tr>\n
236<\/td>\nUnderstanding bilingual children\u2019s functional communication<\/a><\/td>\nUSA<\/td>\nLeslie E. Kokotek<\/td>\n<\/tr>\n
238<\/td>\nParticipation in community activities for children with complex communication needs<\/a><\/td>\nAustralia<\/td>\nCaitlin Slaney<\/td>\n<\/tr>\n
239<\/td>\nHow do infants socialise in groups in long day care centres?<\/a><\/td>\nAustralia<\/td>\nBelinda Friezer<\/td>\n<\/tr>\n
240<\/td>\nInquiry-based project learning an approach to foster wellbeing and a culture of collaborative learning<\/a><\/td>\nAotearoa<\/td>\nSarah Probine<\/td>\n<\/tr>\n
243<\/td>\nUnderstanding scientific literacy through play-based settings in the early years: A critical review<\/a><\/td>\nAustralia<\/td>\nGoutam Roy<\/td>\n<\/tr>\n
244<\/td>\nPreliminary investigation of the role of hot and cool executive function skills in developmental stuttering<\/a><\/td>\nUSA<\/td>\nHatun Zengin-Bolatkale<\/td>\n<\/tr>\n
245<\/td>\nMaternal overcontrol and young children\u2019s internalising problems in China: The roles of social competence and teacher-child conflict<\/a><\/td>\nChina<\/td>\nJuanjuan Sun<\/td>\n<\/tr>\n
246<\/td>\nCOVID-19 affects parent-child relationships and preschoolers\u2019 social adaptation in China<\/a><\/td>\nChina<\/td>\nWanjuan Weng<\/td>\n<\/tr>\n
248<\/td>\nPromoting cognitive development through easy, error-tolerant playful learning <\/a><\/td>\nArmenia<\/td>\nNelli Khachatryan<\/td>\n<\/tr>\n
249<\/td>\nCOVID-19 parental distress and problematic media use of preschool children in China: A moderated serial mediation model<\/a><\/td>\nChina<\/td>\nJuan Li<\/td>\n<\/tr>\n
250<\/td>\nLanguage development patterns of toddlers and activities supporting communication and language skills: The experience of Indigami Child Development Centre<\/a><\/td>\nArmenia<\/td>\nNelli Khachatryan<\/td>\n<\/tr>\n
251<\/td>\nArt to Heart: Using art groups to heal and create relationships between early childhood educators and children who have experienced trauma<\/a><\/td>\nAustralia<\/td>\nShiri Hergass<\/td>\n<\/tr>\n
252<\/td>\nParental phubbing and child social-emotional adjustment: A meta-analysis<\/a><\/td>\nChina<\/td>\nJinghui Zhang<\/td>\n<\/tr>\n
253<\/td>\nChildcare centres in urban areas of Bangladesh: A case study<\/a><\/td>\nBangladesh<\/td>\nArifa Rahman<\/td>\n<\/tr>\n
254<\/td>\nReliability and validity of the Social-Emotional Assessment\/Evaluation Measure (18\u201336) with Chinese toddlers<\/a><\/td>\nChina<\/td>\nDingwen Huang<\/td>\n<\/tr>\n
257<\/td>\nThe influence of drama in education on 5-year-old children\u2019s emotional intelligence<\/a><\/td>\nChina<\/td>\nLina Zhang<\/td>\n<\/tr>\n
258<\/td>\nHow can we support bilingual children with speech, language, and communication needs?<\/a><\/td>\nUK<\/td>\nElaine Ashton<\/td>\n<\/tr>\n
259<\/td>\nMacro- and micro-structure of story-retelling of children aged 3\u20136 years<\/a><\/td>\nChina<\/td>\nShasha Li<\/td>\n<\/tr>\n
260<\/td>\nPhonological development in a Kurdish-speaking child: A longitudinal study<\/a><\/td>\nIran<\/td>\nShahla Fatemi-Syadar<\/td>\n<\/tr>\n
261<\/td>\nIntentional bilingualism in exogenous action: Learning from a child<\/a><\/td>\nUSA<\/td>\nElena Babatsouli<\/td>\n<\/tr>\n
262<\/td>\nChildren\u2019s acquisition of Setswana (Setlhaping and Sekwena) phonology<\/a><\/td>\nAustralia<\/td>\nOlebeng Mahura<\/td>\n<\/tr>\n
264<\/td>\nPositive outcomes for allied health professionals: Working together to support children with multifaceted needs<\/a><\/td>\nAustralia<\/td>\nMichelle Brown<\/td>\n<\/tr>\n
265<\/td>\nMobile Kindy Fiji: Changing the face of early childhood development in the Pacific, one community at a time<\/a><\/td>\nFiji<\/td>\nAnalesi Tuicaumia<\/td>\n<\/tr>\n
266<\/td>\n\u201cBlast off\u201d: Children\u2019s cognition and imagination about the solar system through Science, Technology, Engineering, and Mathematics (STEM) based play<\/a><\/td>\nAustralia<\/td>\nShukla Sikder<\/td>\n<\/tr>\n
267<\/td>\nLeading as a socially-just practice within early childhood education<\/a><\/td>\nAustralia<\/td>\nLeanne Gibbs<\/td>\n<\/tr>\n
268<\/td>\nParents\u2019 perspectives on ECEC and family wellbeing during the COVID-19 pandemic in Victoria, Australia <\/a><\/td>\nAustralia<\/td>\nPenny Levickis<\/td>\n<\/tr>\n
269<\/td>\nIndigenous culture promotes children\u2019s STEAM learning through play in early childhood education settings<\/a><\/td>\nAustralia<\/td>\nShukla Sikder<\/td>\n<\/tr>\n
270<\/td>\nLEARN: Essential elements of museum education programs for young children<\/a><\/td>\nAustralia<\/td>\nSarah Young<\/td>\n<\/tr>\n
271<\/td>\nPlaying with digital toys can be part of children\u2019s imaginative play-worlds<\/a><\/td>\nIceland<\/td>\nKrist\u00edn D\u00fdrfj\u00f6r\u00f0<\/td>\n<\/tr>\n
272<\/td>\nConceptualisations of wellbeing in early childhood education and care: Where is literacy?<\/a><\/td>\nAustralia<\/td>\nLisa Baker<\/td>\n<\/tr>\n
273<\/td>\nFollowership and following practices in early childhood education<\/a><\/td>\nAustralia<\/td>\nMelinda Brooker<\/td>\n<\/tr>\n
274<\/td>\nA literature review on understanding children\u2019s (5 to 12 years) 21st<\/sup> century skills development through STEM education<\/a><\/td>\nAustralia<\/td>\nMohammad Alamgir Hossain<\/td>\n<\/tr>\n
275<\/td>\nInfluences on bilingual speech development: A longitudinal Vietnamese-English case study<\/a><\/td>\nAustralia<\/td>\nKate Margetson<\/td>\n<\/tr>\n
276<\/td>\nAssessing the validity of FOCUS-\u00cdS: A parent report questionnaire of functional communication development of 4-year-old children<\/a><\/td>\nIceland<\/td>\n\u00d6sp Vilberg Baldursd\u00f3ttir<\/td>\n<\/tr>\n
277<\/td>\nLittle architects develop STEM concepts through block play: An analysis of everyday play using cultural-historical lens<\/a><\/td>\nAustralia<\/td>\nAnamika Devi<\/td>\n<\/tr>\n
278<\/td>\nEnhancing language development in early education<\/a><\/td>\nAustralia<\/td>\nKathryn Marrington<\/td>\n<\/tr>\n
279<\/td>\nSustainable development through STEM in early childhood education: A narrative analysis using cultural-historical theory\u00a0<\/a><\/td>\nAustralia<\/td>\nSabira Sultana<\/td>\n<\/tr>\n
280<\/td>\nEducator networks enhancing children\u2019s transition to school in rural areas<\/a><\/td>\nAustralia<\/td>\nJessamy Davies<\/td>\n<\/tr>\n
281<\/td>\nPartnering with families to pursue Sustainable Development Goals: Screening for unmet social needs in paediatric speech-language pathology<\/a><\/td>\nAustralia<\/td>\nLauren Hamill<\/td>\n<\/tr>\n
283<\/td>\nChildren\u2019s voices matter<\/a><\/td>\nAustralia<\/td>\nKate Beveridge<\/td>\n<\/tr>\n
285<\/td>\nWorking together to develop the Early Childhood Hearing and talking Observations (ECHO) checklist with and for early childhood educators<\/a><\/td>\nAustralia<\/td>\nIsabel O\u2019Keeffe<\/td>\n<\/tr>\n
288<\/td>\nSupporting children\u2019s recovery from bushfires<\/a><\/td>\nAustralia<\/td>\nNicole McGill<\/td>\n<\/tr>\n
289<\/td>\nEffectiveness of personalised intervention on phonological awareness, alphabetic principle and rapid automated naming (RAN) in a bilingual child with reading difficulties<\/a><\/td>\nSpain<\/td>\nJuana Mu\u00f1oz L\u00f3pez<\/td>\n<\/tr>\n
290<\/td>\nHow does home language environment impact 4- to 6-year-old Chinese children\u2019s reading comprehension?<\/a><\/td>\nChina<\/td>\nDaoyue Wang<\/td>\n<\/tr>\n
291<\/td>\nUpskilling Community Champions to support service access<\/a><\/td>\nAustralia<\/td>\nNazish Khan<\/td>\n<\/tr>\n
292<\/td>\nProfessional development of rural preschool teachers in a rural kindergarten in Jiangsu Province, China<\/a><\/td>\nChina<\/td>\nYuting Yin<\/td>\n<\/tr>\n
293<\/td>\nAmplifying children\u2019s voice on children\u2019s rights in the Indonesian context<\/a><\/td>\nIndonesia<\/td>\nElga Andriana<\/td>\n<\/tr>\n
294<\/td>\nA photovoice study of emotional dynamics in Indonesian children with dyslexia<\/a><\/td>\nIndonesia<\/td>\nPahru Rozi<\/td>\n<\/tr>\n
296<\/td>\nAnalysis of 30 childcare policy texts from provincial governments in China under the three-child policy<\/a><\/td>\nChina<\/td>\nYingxin Bai<\/td>\n<\/tr>\n
297<\/td>\nBeing Aboriginal: Australian Aboriginal children\u2019s voices during the early years of school<\/a><\/td>\nAustralia<\/td>\nLysa Dealtry<\/td>\n<\/tr>\n
298<\/td>\nFrom \u2018I like talking to my Mammy\u2019 to \u2018I don\u2019t talk at school\u2019: Understanding the lives of children with speech sound disorders using mixed methods<\/a><\/td>\nIreland<\/td>\nClare Carroll<\/td>\n<\/tr>\n
300<\/td>\nMethods in studying communication development of immigrant and refugee children: A scoping review<\/a><\/td>\nCanada<\/td>\nCatrine Demers<\/td>\n<\/tr>\n
301<\/td>\nDescription of three implementation models of a dual-language program<\/a><\/td>\nCanada<\/td>\nCatrine Demers<\/td>\n<\/tr>\n
303<\/td>\nYoung children\u2019s perspectives of time in early childhood education and care in Iceland and Croatia<\/a><\/td>\nNorway<\/td>\nAlison Clark<\/td>\n<\/tr>\n
304<\/td>\nRevealing the embodied and material nature of plurilingual children\u2019s engagement in science<\/a><\/td>\nLuxembourg<\/td>\nSara Wilmes<\/td>\n<\/tr>\n
305<\/td>\nEarly childhood professionals\u2019 knowledge, beliefs and practices when supporting children suspected of communication disorders<\/a><\/td>\nAustralia<\/td>\nSarah Verdon<\/td>\n<\/tr>\n
308<\/td>\nParents\u2019 experiences and expectations of children\u2019s transition to the first year of primary school after the COVID-19 pandemic<\/a><\/td>\nIndonesia<\/td>\nLara Fridani<\/td>\n<\/tr>\n
309<\/td>\nConsistent and persistent: Parents\u2019 voices for successful home language maintenance<\/a><\/td>\nAustralia<\/td>\nVan H. Tran<\/td>\n<\/tr>\n
310<\/td>\nDigital child and digital parenting during the COVID-19 lockdown<\/a><\/td>\nChina<\/td>\nSimin Cao<\/td>\n<\/tr>\n
312<\/td>\nSupporting motor skill development: Parent and carer perspectives<\/a><\/td>\nAustralia<\/td>\nCherie Zischke<\/td>\n<\/tr>\n
313<\/td>\nEmotional capital practices in infant pedagogy<\/a><\/td>\nAustralia<\/td>\nAndi Salamon<\/td>\n<\/tr>\n
314<\/td>\nThe perception of kindergarten leaders about gender roles and inclusive education in early childhood settings in China<\/a><\/td>\nAustralia<\/td>\nYangyue Tang<\/td>\n<\/tr>\n
317<\/td>\nImproving the lives of children and families in the aftermath of divorce<\/a><\/td>\nAustralia<\/td>\nLinda Mahony<\/td>\n<\/tr>\n
318<\/td>\nEquality is not equity: Challenges facing early childhood teachers<\/a><\/td>\nAustralia<\/td>\nAnne McLeod<\/td>\n<\/tr>\n
319<\/td>\nThe impact of directors\u2019 lived experience on promoting physical activity and motor skill development in early childhood education and care settings<\/a><\/td>\nAustralia<\/td>\nKelly Tribolet<\/td>\n<\/tr>\n
320<\/td>\nIndigenous education in early childhood<\/a><\/td>\nAustralia<\/td>\nCheree Dean<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n

<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Presentations No. Presentation Title Country First Author 201 Understanding peer relationships and bullying in early schooling: Using the PMSSW to explore children\u2019s 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 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-1094","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/wp-json\/wp\/v2\/pages\/1094","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/wp-json\/wp\/v2\/comments?post=1094"}],"version-history":[{"count":70,"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/wp-json\/wp\/v2\/pages\/1094\/revisions"}],"predecessor-version":[{"id":1760,"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/wp-json\/wp\/v2\/pages\/1094\/revisions\/1760"}],"wp:attachment":[{"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/wp-json\/wp\/v2\/media?parent=1094"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}