{"id":127,"date":"2024-08-05T00:15:48","date_gmt":"2024-08-05T00:15:48","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/?page_id=127"},"modified":"2024-11-22T05:21:36","modified_gmt":"2024-11-22T05:21:36","slug":"all-presentations","status":"publish","type":"page","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/all-presentations\/","title":{"rendered":"All Presentations"},"content":{"rendered":"\t\t
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Early childhood voices: International interdisciplinary research\nPresentations - Stream 1<\/h2>\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
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No.<\/strong><\/p>\n<\/td>\n

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Presentation Title<\/strong><\/p>\n<\/td>\n

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Country<\/strong><\/p>\n<\/td>\n

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First Author <\/strong><\/p>\n<\/td>\n<\/tr>\n

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401<\/p>\n<\/td>\n

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Children draw talking: Interdisciplinary insights into drawings from 200 children from 24 countries<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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McLeod<\/p>\n<\/td>\n<\/tr>\n

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402<\/p>\n<\/td>\n

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Teaching children a World of Words<\/a><\/p>\n<\/td>\n

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Iceland<\/p>\n<\/td>\n

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Crowe<\/p>\n<\/td>\n<\/tr>\n

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403<\/p>\n<\/td>\n

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Language use and exposure of preschool-aged Igbo-English bilingual children<\/a><\/p>\n<\/td>\n

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Nigeria<\/p>\n<\/td>\n

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Egenti<\/p>\n<\/td>\n<\/tr>\n

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404<\/p>\n<\/td>\n

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Inquire with children about their neighbourhood and school. Analysis of participatory methodologies with children.<\/a><\/p>\n<\/td>\n

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Spain<\/p>\n<\/td>\n

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Ceballos L\u00f3pez<\/p>\n<\/td>\n<\/tr>\n

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405<\/p>\n<\/td>\n

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School Personnel Perspectives on an anti-bullying program: Gobi-Altai Province in Mongolia<\/a><\/p>\n<\/td>\n

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Mongolia<\/p>\n<\/td>\n

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Burnee<\/p>\n<\/td>\n<\/tr>\n

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406<\/p>\n<\/td>\n

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Transition to school in Australia: Whose voices are being heard?<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Dealtry<\/p>\n<\/td>\n<\/tr>\n

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407<\/p>\n<\/td>\n

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\u201cAbsolutely cuddled out\u201d: Building personal resources to build retention<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Downey<\/p>\n<\/td>\n<\/tr>\n

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408<\/p>\n<\/td>\n

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Building foundations: Enhancing early childhood education through family-centric practices in Pakistan<\/a><\/p>\n<\/td>\n

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Pakistan<\/p>\n<\/td>\n

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Jumani<\/p>\n<\/td>\n<\/tr>\n

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409<\/p>\n<\/td>\n

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How good are parents at judging their children’s speech intelligibility?<\/a><\/p>\n<\/td>\n

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Israel<\/p>\n<\/td>\n

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Paltiel-Gedalyovich<\/p>\n<\/td>\n<\/tr>\n

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410<\/p>\n<\/td>\n

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Children\u2019s mathematical voices: Meanings, messages and memories.<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Dwyer<\/p>\n<\/td>\n<\/tr>\n

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411<\/p>\n<\/td>\n

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Children on Australian university campuses: A rapid review of internal policies, guidelines, and procedures<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Gregoric<\/p>\n<\/td>\n<\/tr>\n

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412<\/p>\n<\/td>\n

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Childhood Summit 2023: Strengthening community action through listening and supporting child voice<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Branch<\/p>\n<\/td>\n<\/tr>\n

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413<\/p>\n<\/td>\n

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Indigenous children\u2019s speech, language, and communication: Identifying and co-creating resources and services<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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McLeod<\/p>\n<\/td>\n<\/tr>\n

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414<\/p>\n<\/td>\n

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\u201cCan I draw Peppa Pig?\u201d: Using creative methods with parents to explore families\u2019 everyday lives and interactions<\/a><\/p>\n<\/td>\n

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UK<\/p>\n<\/td>\n

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Holme<\/p>\n<\/td>\n<\/tr>\n

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415<\/p>\n<\/td>\n

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Adopting a strengths approach in early childhood education<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Collins<\/p>\n<\/td>\n<\/tr>\n

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416<\/p>\n<\/td>\n

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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<\/a><\/p>\n<\/td>\n

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UK<\/p>\n<\/td>\n

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Burr<\/p>\n<\/td>\n<\/tr>\n

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417<\/p>\n<\/td>\n

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Voices and visions: Engaging children with childhood apraxia of speech in intervention research<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Ireland<\/p>\n<\/td>\n<\/tr>\n

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418<\/p>\n<\/td>\n

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The index of phonetic complexity: Adaptation to Urdu<\/a><\/p>\n<\/td>\n

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Hong Kong<\/p>\n<\/td>\n

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Ambreen<\/p>\n<\/td>\n<\/tr>\n

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419<\/p>\n<\/td>\n

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The sound of silence: on the (a)typical nature of initial consonant omission in European Portuguese<\/a><\/p>\n<\/td>\n

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Portugal<\/p>\n<\/td>\n

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Castro<\/p>\n<\/td>\n<\/tr>\n

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420<\/p>\n<\/td>\n

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Characteristics of effective parent-mediated interventions for parents of children with neurodevelopmental disorders in rural areas<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Cullenward<\/p>\n<\/td>\n<\/tr>\n

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421<\/p>\n<\/td>\n

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Early childhood educators talking about the strengths and needs of Aboriginal children during transition to school<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Dealtry<\/p>\n<\/td>\n<\/tr>\n

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422<\/p>\n<\/td>\n

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Assessment at play: Championing the capacities of children and empowering the mathematical pedagogue<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Grimmond<\/p>\n<\/td>\n<\/tr>\n

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423<\/p>\n<\/td>\n

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Social competence interventions for children with developmental vulnerability: A systematic review<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Harben<\/p>\n<\/td>\n<\/tr>\n

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424<\/p>\n<\/td>\n

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Examining primary teachers\u2019 knowledge and confidence in teaching Aboriginal and Torres Strait Islander histories and cultures as cross-curricular priority: A narrative review<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Hossain<\/p>\n<\/td>\n<\/tr>\n

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425<\/p>\n<\/td>\n

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Children\u2019s perspectives of connections between play and learning<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Huser<\/p>\n<\/td>\n<\/tr>\n

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426<\/p>\n<\/td>\n

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Models for inclusive educational environment for children and students with attention deficit and\/or hyperactivity disorder<\/a><\/p>\n<\/td>\n

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Bulgaria<\/p>\n<\/td>\n

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Ignatova<\/p>\n<\/td>\n<\/tr>\n

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427<\/p>\n<\/td>\n

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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<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Krecko<\/p>\n<\/td>\n<\/tr>\n

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428<\/p>\n<\/td>\n

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Using an implementation science framework to co-design and test the Speech Assessment of Children\u2019s Home Language(s) (SACHL)<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Margetson<\/p>\n<\/td>\n<\/tr>\n

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429<\/p>\n<\/td>\n

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Lost in translation: Barriers and opportunities for early childhood educators to enact child protection research recommendations<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Martiensen<\/p>\n<\/td>\n<\/tr>\n

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430<\/p>\n<\/td>\n

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Mathematics education for children birth to three years old: Educators\u2019 beliefs and views on practice<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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McGrath<\/p>\n<\/td>\n<\/tr>\n

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431<\/p>\n<\/td>\n

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Steppingstones: Supporting parents of children with neurological difficulties (CWND) in Fiji<\/a><\/p>\n<\/td>\n

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Fiji<\/p>\n<\/td>\n

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Amunugama<\/p>\n<\/td>\n<\/tr>\n

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432<\/p>\n<\/td>\n

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Some bilingual phonological usage frequencies compared to targeted language frequencies<\/a><\/p>\n<\/td>\n

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USA<\/p>\n<\/td>\n

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Babatsouli<\/p>\n<\/td>\n<\/tr>\n

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433<\/p>\n<\/td>\n

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Caregiver implemented intervention for early communication development: A review of evidence for Hanen\u00ae programs<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Bartlett<\/p>\n<\/td>\n<\/tr>\n

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434<\/p>\n<\/td>\n

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Using adapted scoring to increase utility of the Expressive Vocabulary Test within a multilingual context<\/a><\/p>\n<\/td>\n

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Canada<\/p>\n<\/td>\n

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Bazzocchi<\/p>\n<\/td>\n<\/tr>\n

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435<\/p>\n<\/td>\n

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Amplifying children\u2019s voices using drawings and the Speech Participation and Activity Assessment of Children<\/a><\/p>\n<\/td>\n

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Canada<\/p>\n<\/td>\n

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Bazzocchi<\/p>\n<\/td>\n<\/tr>\n

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436<\/p>\n<\/td>\n

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Grieving play<\/a><\/p>\n<\/td>\n

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England<\/p>\n<\/td>\n

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Bradwell<\/p>\n<\/td>\n<\/tr>\n

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437<\/p>\n<\/td>\n

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The application of participatory health research to identify the research priorities of children who stutter<\/a><\/p>\n<\/td>\n

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Ireland<\/p>\n<\/td>\n

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Connery<\/p>\n<\/td>\n<\/tr>\n

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438<\/p>\n<\/td>\n

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Conceptualising risk-taking in educational settings for enabling pedagogies of courage<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Cooke<\/p>\n<\/td>\n<\/tr>\n

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439<\/p>\n<\/td>\n

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The alignment of Swedish speech-language pathology services with the everyday language and communication abilities of children with developmental language disorder<\/a><\/p>\n<\/td>\n

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Sweden<\/p>\n<\/td>\n

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Elm<\/p>\n<\/td>\n<\/tr>\n

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440<\/p>\n<\/td>\n

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Parents\u2019 and caregivers\u2019 supporting early communication development in Australia<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Flint<\/p>\n<\/td>\n<\/tr>\n

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441<\/p>\n<\/td>\n

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Young children\u2019s behavioural engagement while using augmented reality smart glasses in learning<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Geng<\/p>\n<\/td>\n<\/tr>\n

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442<\/p>\n<\/td>\n

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Leading in rural and remote early childhood education and care in Australia and Sweden: A comparative analysis through the lens of the education complex<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Gibbs<\/p>\n<\/td>\n<\/tr>\n

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443<\/p>\n<\/td>\n

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Adaption of the Early Childhood Voices Drawing Protocol for collecting children\u2019s experiences of play<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Gregoric<\/p>\n<\/td>\n<\/tr>\n

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444<\/p>\n<\/td>\n

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\u201cAll I want for my child is to be confident in their heritage and who they are\u201d: Using parent manifesto framework for supporting strong home-school partnerships for newcomer families<\/a><\/p>\n<\/td>\n

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Canada<\/p>\n<\/td>\n

\n

Mukhi<\/p>\n<\/td>\n<\/tr>\n

\n

445<\/p>\n<\/td>\n

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Enhancing phonological skills in Persian-speaking children with social communication disorder through narrative intervention<\/a><\/p>\n<\/td>\n

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USA<\/p>\n<\/td>\n

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Nikrah<\/p>\n<\/td>\n<\/tr>\n

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446<\/p>\n<\/td>\n

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Development of a culturally appropriate Ghanaian English speech and language assessment tool<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

\n

Verdon<\/p>\n<\/td>\n<\/tr>\n

\n

447<\/p>\n<\/td>\n

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Inclusive STEAM Pedagogy in Chinese preschools in Wenzhou: A qualitative exploration of teacher practices<\/a><\/p>\n<\/td>\n

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China<\/p>\n<\/td>\n

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Pan<\/p>\n<\/td>\n<\/tr>\n

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448<\/p>\n<\/td>\n

\n

Morphosyntactic and semantic measures in bilingual Azeri-Persian speaking children with and without language impairment<\/a><\/p>\n<\/td>\n

\n

Iran<\/p>\n<\/td>\n

\n

Zarifian<\/p>\n<\/td>\n<\/tr>\n

\n

449<\/p>\n<\/td>\n

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Dual language dynamics: Insights from bilingual students with developmental disabilities in Alberta’s French-language schools<\/a><\/p>\n<\/td>\n

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Canada<\/p>\n<\/td>\n

\n

Pospisil<\/p>\n<\/td>\n<\/tr>\n

\n

450<\/p>\n<\/td>\n

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Exploring inclusion in early years education using a cultural-historical theoretical lens<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Rahman<\/p>\n<\/td>\n<\/tr>\n

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451<\/p>\n<\/td>\n

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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<\/a><\/p>\n<\/td>\n

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UK<\/p>\n<\/td>\n

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Rodgers<\/p>\n<\/td>\n<\/tr>\n

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452<\/p>\n<\/td>\n

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Examining scientific literacy in the early years: A document review of the Early Years Learning Framework (EYLF) for Australia<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Roy<\/p>\n<\/td>\n<\/tr>\n

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453<\/p>\n<\/td>\n

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Teacher training and ecosocial justice: Listening to children’s voices to value and connect with local resources from ecodependence and interdependence<\/a><\/p>\n<\/td>\n

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Spain<\/p>\n<\/td>\n

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Saiz-Linares<\/p>\n<\/td>\n<\/tr>\n

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454<\/p>\n<\/td>\n

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Scoping review (ScR): Resources for immigrant parent-caregivers of neurodivergent children in Canada (2013-2024)<\/a><\/p>\n<\/td>\n

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Canada<\/p>\n<\/td>\n

\n

Sana<\/p>\n<\/td>\n<\/tr>\n

\n

455<\/p>\n<\/td>\n

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Effectiveness of the ASD social communication group intervention in resource constraint context: Case study in Fiji<\/a><\/p>\n<\/td>\n

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Fiji<\/p>\n<\/td>\n

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Sewwandi<\/p>\n<\/td>\n<\/tr>\n

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456<\/p>\n<\/td>\n

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Understanding the needs of children from immigrant families when they serve as interpreters to develop a knowledge tool for healthcare providers<\/a><\/p>\n<\/td>\n

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Canada<\/p>\n<\/td>\n

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Shaikh<\/p>\n<\/td>\n<\/tr>\n

\n

457<\/p>\n<\/td>\n

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Integrating children’s interests and educators\u2019choices in teaching STEAM through play-based learning: A cultural-historical study<\/a><\/p>\n<\/td>\n

\n

Australia<\/p>\n<\/td>\n

\n

Sikder<\/p>\n<\/td>\n<\/tr>\n

\n

458<\/p>\n<\/td>\n

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Positive\/successful community participation for children with communication support needs<\/a><\/p>\n<\/td>\n

\n

Australia<\/p>\n<\/td>\n

\n

Slaney<\/p>\n<\/td>\n<\/tr>\n

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459<\/p>\n<\/td>\n

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Revolutionising infant education: The benefits of group dynamics in early learning environments<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

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Stapleton<\/p>\n<\/td>\n<\/tr>\n

\n

460<\/p>\n<\/td>\n

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The role of pre-service education in addressing barriers to nurses reporting child maltreatment<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

\n

Stenson<\/p>\n<\/td>\n<\/tr>\n

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461<\/p>\n<\/td>\n

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Normalising partnership working between speech and language therapists and early childhood educators: What we learnt from listening to them<\/a><\/p>\n<\/td>\n

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UK<\/p>\n<\/td>\n

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Stringer<\/p>\n<\/td>\n<\/tr>\n

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462<\/p>\n<\/td>\n

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Early childhood and primary school teachers\u2019 experiences and needs in working with trauma-impacted children: A systematic review and thematic synthesis<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

\n

Sun<\/p>\n<\/td>\n<\/tr>\n

\n

463<\/p>\n<\/td>\n

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Moral development in early years through religious education curriculum: A case study from a faith-based community<\/a><\/p>\n<\/td>\n

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Pakistan<\/p>\n<\/td>\n

\n

Surani<\/p>\n<\/td>\n<\/tr>\n

\n

465<\/p>\n<\/td>\n

\n

Kindergarten teachers\u2019 practices in addressing the encountered challenges of parents in teaching beginning reading skills during pandemic<\/a><\/p>\n<\/td>\n

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Philippines<\/p>\n<\/td>\n

\n

Tapadera<\/p>\n<\/td>\n<\/tr>\n

\n

466<\/p>\n<\/td>\n

\n

Phonological skills in Polish-speaking children with speech sound disorders: The diagnostic tool design<\/a><\/p>\n<\/td>\n

\n

Poland<\/p>\n<\/td>\n

\n

Tr\u0119bacz-Ritter<\/p>\n<\/td>\n<\/tr>\n

\n

467<\/p>\n<\/td>\n

\n

Play-based early childhood science education: A scoping review<\/a><\/p>\n<\/td>\n

\n

Australia<\/p>\n<\/td>\n

\n

Zou<\/p>\n<\/td>\n<\/tr>\n

\n

468<\/p>\n<\/td>\n

\n

What does neurodiversity affirming practice look like in early childhood?<\/a><\/p>\n<\/td>\n

\n

Australia<\/p>\n<\/td>\n

\n

Verdon<\/p>\n<\/td>\n<\/tr>\n

\n

469<\/p>\n<\/td>\n

\n

Diagnostic accuracy of three speech productions tasks of childhood apraxia of speech in Cantonese-speaking preschool children<\/a><\/p>\n<\/td>\n

\n

Hong Kong<\/p>\n<\/td>\n

\n

Wong<\/p>\n<\/td>\n<\/tr>\n

\n

470<\/p>\n<\/td>\n

\n

Design and validation of a multisyllabic words test in preschool Persian-speaking children<\/a><\/p>\n<\/td>\n

\n

Iran<\/p>\n<\/td>\n

\n

Zarifian<\/p>\n<\/td>\n<\/tr>\n

\n

471<\/p>\n<\/td>\n

\n

Building The Treehouse: A physical and virtual children\u2019s research environment co-designed with children, colleagues, community<\/a><\/p>\n<\/td>\n

\n

Australia<\/p>\n<\/td>\n

\n

McLeod<\/p>\n<\/td>\n<\/tr>\n

\n

472<\/p>\n<\/td>\n

\n

Personal narrative coherence of school-age autistic children in response to the Global TALES protocol<\/a><\/p>\n<\/td>\n

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Australia<\/p>\n<\/td>\n

\n

Westerveld<\/p>\n<\/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":"

Early childhood voices: International interdisciplinary research Presentations – Stream 1 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 L\u00f3pez 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 \u201cAbsolutely […]<\/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":"full-width-container","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":"set","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-127","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/wp-json\/wp\/v2\/pages\/127","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/wp-json\/wp\/v2\/comments?post=127"}],"version-history":[{"count":34,"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/wp-json\/wp\/v2\/pages\/127\/revisions"}],"predecessor-version":[{"id":905,"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/wp-json\/wp\/v2\/pages\/127\/revisions\/905"}],"wp:attachment":[{"href":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/wp-json\/wp\/v2\/media?parent=127"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}