|
No.
|
Presentation Title
|
Country
|
First Author
|
|
401
|
Children draw talking: Interdisciplinary insights into drawings from 200 children from 24 countries
|
Australia
|
McLeod
|
|
402
|
Teaching children a World of Words
|
Iceland
|
Crowe
|
|
403
|
Language use and exposure of preschool-aged Igbo-English bilingual children
|
Nigeria
|
Egenti
|
|
404
|
Inquire with children about their neighbourhood and school. Analysis of participatory methodologies with children.
|
Spain
|
Ceballos López
|
|
405
|
School Personnel Perspectives on an anti-bullying program: Gobi-Altai Province in Mongolia
|
Mongolia
|
Burnee
|
|
406
|
Transition to school in Australia: Whose voices are being heard?
|
Australia
|
Dealtry
|
|
407
|
“Absolutely cuddled out”: Building personal resources to build retention
|
Australia
|
Downey
|
|
408
|
Building foundations: Enhancing early childhood education through family-centric practices in Pakistan
|
Pakistan
|
Jumani
|
|
409
|
How good are parents at judging their children’s speech intelligibility?
|
Israel
|
Paltiel-Gedalyovich
|
|
410
|
Children’s mathematical voices: Meanings, messages and memories.
|
Australia
|
Dwyer
|
|
411
|
Children on Australian university campuses: A rapid review of internal policies, guidelines, and procedures
|
Australia
|
Gregoric
|
|
412
|
Childhood Summit 2023: Strengthening community action through listening and supporting child voice
|
Australia
|
Branch
|
|
413
|
Indigenous children’s speech, language, and communication: Identifying and co-creating resources and services
|
Australia
|
McLeod
|
|
414
|
“Can I draw Peppa Pig?”: Using creative methods with parents to explore families’ everyday lives and interactions
|
UK
|
Holme
|
|
415
|
Adopting a strengths approach in early childhood education
|
Australia
|
Collins
|
|
416
|
Maximising the impact of speech and language therapy for children with speech sound disorder (MISLToe_SSD): Children and young people as patient and public involvement (PPI) members
|
UK
|
Burr
|
|
417
|
Voices and visions: Engaging children with childhood apraxia of speech in intervention research
|
Australia
|
Ireland
|
|
418
|
The index of phonetic complexity: Adaptation to Urdu
|
Hong Kong
|
Ambreen
|
|
419
|
The sound of silence: on the (a)typical nature of initial consonant omission in European Portuguese
|
Portugal
|
Castro
|
|
420
|
Characteristics of effective parent-mediated interventions for parents of children with neurodevelopmental disorders in rural areas
|
Australia
|
Cullenward
|
|
421
|
Early childhood educators talking about the strengths and needs of Aboriginal children during transition to school
|
Australia
|
Dealtry
|
|
422
|
Assessment at play: Championing the capacities of children and empowering the mathematical pedagogue
|
Australia
|
Grimmond
|
|
423
|
Social competence interventions for children with developmental vulnerability: A systematic review
|
Australia
|
Harben
|
|
424
|
Examining primary teachers’ knowledge and confidence in teaching Aboriginal and Torres Strait Islander histories and cultures as cross-curricular priority: A narrative review
|
Australia
|
Hossain
|
|
425
|
Children’s perspectives of connections between play and learning
|
Australia
|
Huser
|
|
426
|
Models for inclusive educational environment for children and students with attention deficit and/or hyperactivity disorder
|
Bulgaria
|
Ignatova
|
|
427
|
A flood of raindrops does not nourish the soil: Mentor knowledge of the APSTs and its impact on supervising pre-service teachers amidst growing teacher supply initiatives in early childhood education
|
Australia
|
Krecko
|
|
428
|
Using an implementation science framework to co-design and test the Speech Assessment of Children’s Home Language(s) (SACHL)
|
Australia
|
Margetson
|
|
429
|
Lost in translation: Barriers and opportunities for early childhood educators to enact child protection research recommendations
|
Australia
|
Martiensen
|
|
430
|
Mathematics education for children birth to three years old: Educators’ beliefs and views on practice
|
Australia
|
McGrath
|
|
431
|
Steppingstones: Supporting parents of children with neurological difficulties (CWND) in Fiji
|
Fiji
|
Amunugama
|
|
432
|
Some bilingual phonological usage frequencies compared to targeted language frequencies
|
USA
|
Babatsouli
|
|
433
|
Caregiver implemented intervention for early communication development: A review of evidence for Hanen® programs
|
Australia
|
Bartlett
|
|
434
|
Using adapted scoring to increase utility of the Expressive Vocabulary Test within a multilingual context
|
Canada
|
Bazzocchi
|
|
435
|
Amplifying children’s voices using drawings and the Speech Participation and Activity Assessment of Children
|
Canada
|
Bazzocchi
|
|
436
|
Grieving play
|
England
|
Bradwell
|
|
437
|
The application of participatory health research to identify the research priorities of children who stutter
|
Ireland
|
Connery
|
|
438
|
Conceptualising risk-taking in educational settings for enabling pedagogies of courage
|
Australia
|
Cooke
|
|
439
|
The alignment of Swedish speech-language pathology services with the everyday language and communication abilities of children with developmental language disorder
|
Sweden
|
Elm
|
|
440
|
Parents’ and caregivers’ supporting early communication development in Australia
|
Australia
|
Flint
|
|
441
|
Young children’s behavioural engagement while using augmented reality smart glasses in learning
|
Australia
|
Geng
|
|
442
|
Leading in rural and remote early childhood education and care in Australia and Sweden: A comparative analysis through the lens of the education complex
|
Australia
|
Gibbs
|
|
443
|
Adaption of the Early Childhood Voices Drawing Protocol for collecting children’s experiences of play
|
Australia
|
Gregoric
|
|
444
|
“All I want for my child is to be confident in their heritage and who they are”: Using parent manifesto framework for supporting strong home-school partnerships for newcomer families
|
Canada
|
Mukhi
|
|
445
|
Enhancing phonological skills in Persian-speaking children with social communication disorder through narrative intervention
|
USA
|
Nikrah
|
|
446
|
Development of a culturally appropriate Ghanaian English speech and language assessment tool
|
Australia
|
Verdon
|
|
447
|
Inclusive STEAM Pedagogy in Chinese preschools in Wenzhou: A qualitative exploration of teacher practices
|
China
|
Pan
|
|
448
|
Morphosyntactic and semantic measures in bilingual Azeri-Persian speaking children with and without language impairment
|
Iran
|
Zarifian
|
|
449
|
Dual language dynamics: Insights from bilingual students with developmental disabilities in Alberta’s French-language schools
|
Canada
|
Pospisil
|
|
450
|
Exploring inclusion in early years education using a cultural-historical theoretical lens
|
Australia
|
Rahman
|
|
451
|
Harnessing the power of lived experience by involving adults with childhood onset disabilities in research: Learnings from a researcher and adult with developmental language disorder
|
UK
|
Rodgers
|
|
452
|
Examining scientific literacy in the early years: A document review of the Early Years Learning Framework (EYLF) for Australia
|
Australia
|
Roy
|
|
453
|
Teacher training and ecosocial justice: Listening to children’s voices to value and connect with local resources from ecodependence and interdependence
|
Spain
|
Saiz-Linares
|
|
454
|
Scoping review (ScR): Resources for immigrant parent-caregivers of neurodivergent children in Canada (2013-2024)
|
Canada
|
Sana
|
|
455
|
Effectiveness of the ASD social communication group intervention in resource constraint context: Case study in Fiji
|
Fiji
|
Sewwandi
|
|
456
|
Understanding the needs of children from immigrant families when they serve as interpreters to develop a knowledge tool for healthcare providers
|
Canada
|
Shaikh
|
|
457
|
Integrating children’s interests and educators’choices in teaching STEAM through play-based learning: A cultural-historical study
|
Australia
|
Sikder
|
|
458
|
Positive/successful community participation for children with communication support needs
|
Australia
|
Slaney
|
|
459
|
Revolutionising infant education: The benefits of group dynamics in early learning environments
|
Australia
|
Stapleton
|
|
460
|
The role of pre-service education in addressing barriers to nurses reporting child maltreatment
|
Australia
|
Stenson
|
|
461
|
Normalising partnership working between speech and language therapists and early childhood educators: What we learnt from listening to them
|
UK
|
Stringer
|
|
462
|
Early childhood and primary school teachers’ experiences and needs in working with trauma-impacted children: A systematic review and thematic synthesis
|
Australia
|
Sun
|
|
463
|
Moral development in early years through religious education curriculum: A case study from a faith-based community
|
Pakistan
|
Surani
|
|
465
|
Kindergarten teachers’ practices in addressing the encountered challenges of parents in teaching beginning reading skills during pandemic
|
Philippines
|
Tapadera
|
|
466
|
Phonological skills in Polish-speaking children with speech sound disorders: The diagnostic tool design
|
Poland
|
Trębacz-Ritter
|
|
467
|
Play-based early childhood science education: A scoping review
|
Australia
|
Zou
|
|
468
|
What does neurodiversity affirming practice look like in early childhood?
|
Australia
|
Verdon
|
|
469
|
Diagnostic accuracy of three speech productions tasks of childhood apraxia of speech in Cantonese-speaking preschool children
|
Hong Kong
|
Wong
|
|
470
|
Design and validation of a multisyllabic words test in preschool Persian-speaking children
|
Iran
|
Zarifian
|
|
471
|
Building The Treehouse: A physical and virtual children’s research environment co-designed with children, colleagues, community
|
Australia
|
McLeod
|
|
472
|
Personal narrative coherence of school-age autistic children in response to the Global TALES protocol
|
Australia
|
Westerveld
|