Welcome to ECV2020

Welcome to the Early Childhood Voices 2020 Conference brought to you by the Charles Sturt University Early Childhood Research Group in the Faculty of Arts and Education.

ECV2020 was held 16-20 November 2020. It was an extremely successful online event. Over 2800 people from 70 countries registered and many of the presentations were viewed over 700 times. Almost all of the authors have allowed for their presentations to remain online – so please continue to learn from and enjoy the presentations from across the world. Contact us at ECV2020@csu.edu.au if you have any feedback, comments or queries. Because of its success, we hope to host another ECV conference in 2021.

(For the best viewing experience please use Google Chrome)

Acknowledgment of Country

The children at Towri MACS Centre in Bathurst, NSW Australia have shared their acknowledgment of country with us and gave permission to use it for ECV2020: https://youtu.be/cEg2ga0VYus

Official Conference Welcome

Conference Proceedings Book

ECV2020 YouTube Playlist

Keynote Speakers

1. ‘Voice is not enough’: The Lundy model and early childhood
Professor Laura Lundy, PhD Centre for Children’s Rights, Queens University Belfast, United Kingdom

2. A better start to literacy
Professor Gail Gillon, PhD University of Canterbury, New Zealand

3. Building a new legacy through the ARC Laureate Fellowship: Conceptual PlayLab
Laureate Professor Marilyn Fleer, PhD Monash University, Australia
Glykeria Fragkiadaki, PhD Monash University, Australia
Prabhat Rai, PhD Monash University, Australia

4. MQTaLK! A research story in the making
Professor Sheila Degotardi, PhD Macquarie University, Australia

*Available from 16-20 November 2020

5. ‘Invisible’ transitions to school: A hidden concern
Professor Emeritus Sue Dockett, PhD Professor Emeritus Bob Perry,
PhD Charles Sturt University, and Peridot Education Pty Ltd, Australia

7. Challenging early literacy ‘interaction’ in kindergartens *
Professor Ann Merete Otterstad, PhD Inland Norway University of Applied Sciences, Norway
*Available from 16-20 November 2020

8. Bushfire recovery program
Jacqui Emery Royal Far West, Australia

World Map of Registrations

ECV2020 Presentations

No.Presentation TitleCountryFirst Author
101Hearing early childhood educators’ voices about their well-beingAustraliaTamara Cumming
102Parent, educator, and speech-language pathologist partnerships for supporting multilingual children in IcelandIcelandKathryn Crowe
103Deaf multilingual children: Professionals’ perspectives on supporting familiesIcelandKathryn Crowe
104Empowering educators to support children’s speech and language with Lubbi the Icelandic SheepdogIcelandThora Másdóttir
105The relationship of narrative production to reading comprehension: A systematic reviewUSADarin Woolpert
106A strengths approach to supporting young children experiencing parental separation and divorceAustraliaAngela Fenton
107Leadership within the early childhood sector and narratives of hopeAustraliaBelinda Downey
108The multimodal analyses to children’s voicesBrazilFernanda Liberali
109Family influence on young children’s digital readiness of learning at homeAustraliaLeigh Disney
110“My mouth is zipped”: A holistic self-report tool of children’s hearing and listening at preschoolAustraliaLaura McFarland
111When are speech sounds learned by children across the world?AustraliaSharynne McLeod
112Mum and Dad help me keep my mother tongue: An unheard voice from Vietnamese-Australian childrenAustraliaVan Tran
113 bCollaboration between healthcare professionals and parents: identification of supporting strategiesNetherlandsInge Klatte
114Sustaining early childhood educator work-related well-being: Perspectives from early childhood organisational stakeholdersAustraliaHelen Logan
115The theory of practice architectures: Exploring high quality early childhood education through another lensAustraliaMandy Cooke
117Supporting children’s multilingual voices in the early years: Recommendations from international expertsAustraliaSarah Verdon
118Multimodal childhoods pilot project: Merging literacies, play and digital technologies in remote communitiesAustraliaKerrie Mackey-Smith
119 bUsing co-design to develop a tool for shared goal setting with parents in speech and language therapyThe NetherlandsIngrid Singer
121How does group size influence dosage in school-based speech sound therapy sessions?USAKelly Farquharson
122Understanding Jamaican children’s voices using their drawingsUSAKarla N. Washington
123Understanding bilingual children’s voices using adult modelsUSARachel Wright Karem
124Little Scientists: Supporting educators with STEM in the early yearsAustraliaAmy MacDonald
125There were many tough days: Early childhood educators’ emotional wellbeing during COVID-19 pandemicAustraliaGloria Quiñones
126StoryBabies: The development of a website to support book reading with babiesAustraliaMichelle Brown
127The expression of children in the time of COVID-19 through play and animation practicesItalyMatteo Corbucci
128Children’s understandings of sustainability-related topics and issuesAustraliaMia Christensen
129 bReal and fictional social rejections evoke associated and relatively congruent psychophysiological responsesFinlandSirke Seppänen
130 bConsidering children’s participation in socio-political sustainability through early childhood education for sustainabilityAustraliaYvonne Paujik
131Belgian speech-language therapists’ practices and needs in supporting the parents of deaf and hard-of-hearing children from diverse backgroundsBelgiumPauline van der Straten Waillet
132From care-taking and teaching to mutually caring communicationDenmarkNiklas A. Chimirri
133PEEP in the pandemic: supporting parent learning on-lineScotlandHannah Hale
134Stories of disruption: Using images to prompt children’s thinking and action taking for sustainabilityAustraliaLyndal O’Gorman
135Fijian children’s speech acquisitionAustraliaHolly McAlister
136Exploring educators’ understandings of infants’ and toddlers’ agencyAustraliaTanya Burr
137Supporting effective service integration (SESI) in regional and remote communities: Preliminary learnings from Phase 1AustraliaKim Stouse-Lee
138Involving children with developmental language disorder and their parents in research priority settingUKKatie Chadd
139 bSpeech-language pathologists’ views on the severity of speech sound disorders in childrenNetherlandsAnniek van Doornik
140Young children’s enactments of agency during participatory wellbeing researchCanadaJennifer Fane
141How did COVID-19 school closures impact school-based SLPs’ job satisfaction?USAKelly Farquharson
142 bConsonant cluster productions in preschool children who speak African American EnglishNZToby Macrae
143Gender in early childhood educationAustraliaRachel Chapman
144 bHearing infant voices within patterns of infant-practitioner interactions in nursery provision in EnglandUKCaroline Guard
145 bTransitioning ‘not racist’ to ‘anti-racist’ frameworks in early childhood educationAustraliaRyan Al-Natour
146Cross-cultural adaptation and standardization of Age and stages Questionnaire (ASQ-3) in 36-60 month-old-children: Data analysis from the Vietnam national survey.VietnamBa Minh Nguyen
147Exploring the positioning of early childhood educators in pandemic policy responses in Australia and CanadaCanadaBrooke Richardson
148Development of agency in early childhood during COVID-19BrazilMonika Silva
149Documenting emotional capital practices in infant pedagogyAustraliaAndi Salamon
150Clever kids with clever tongues: Individual and societal linguistic multi-competence in FijiAustraliaSuzanne C. Hopf
151 aInterprofessional collaboration to create resources for children of the South PacificAustraliaSuzanne C. Hopf
152How did head teacher in Icelandic preschools manage their job during the pandemic: The employees’ viewIcelandKristín Dýrfjörð
153Preschool children and the pandemic: Teachers view and parents experiencesIcelandAnna Elísa Hreiðarsdóttir
154How did head teacher in Icelandic preschools manage their job during the pandemic: The employees view?IcelandKristín Dýrfjörð
155Leading through complexity: a workforce initiative for challenging timesAustraliaLeanne Gibbs
156The benefits of an educator-led digital communityAustraliaGwendolyn Alcock
157Examining teacher-child relationship quality across the first year of school using children’s drawings.AustraliaElizabeth Murray
158Why don’t Japanese early childhood educators intervene in children’s physical fights? Some characteristics of the mimamoru approachJapanFuminori Nakatsubo
159Enacting culturally responsive pedagogies in early childhood educationNZYvonne Culbreath
160Toddlers with cleft palate in ECEC: Listening to familiesAustraliaAnna Cronin
161Senses of hauora and well-being in early childhood initial teacher education during a pandemicNew ZealandAndrew Gibbons
162“If we are not doing the conversation, we are not learning anything”: Talking about talk in the early years of schoolAustraliaChristine Edwards-Groves
163The impact of COVID-19 on an early childhood education settingAustraliaSene Gide
164Social justice in the early childhood context: Educator voicesAustraliaVicki Christopher
165A socio-cultural understanding of young children’s perspectives represented through mathematical graphics in their play: A literature reviewAustraliaJenny Dwyer
166The language of friendship: Children’s views of making friends in culturally and linguistically diverse settingsAustraliaMaryanne Theobald
167Producing leadership: Collective memory stories of early childhood education leadersAustraliaMarie White
168Providers’ views about governance and leadership in long day careAustraliaLisa Keegan
169Developing a tool for automatic transcription and analysis of children’s language samplesUKYvonne Wren
170 bHow do early childhood teachers perceive their role in facilitating oral language and emergent literacy skill development for preschool children? Perspectives from AustraliaAustraliaTessa Weadman
171Silence around the cultural diversity of the Australian early childhood education workforceAustraliaSene Gide
172Stakeholders’ perspectives about waiting for speech and language services for childrenAustraliaNicole McGill
173“If you did one thing at a time, you wouldn’t be doing your job”: Multitasking and task rotation in early childhood educators’ workAustraliaTamara Cumming
175Fulfilling children’s right to actively engage with the local and broader community of their early childhood education serviceAustraliaRobbie Warren
176bA rapid review of the impact of bushfire on the emotional wellbeing of children living in rural and remote AustraliaAustraliaSarah Verdon
177 aExercising caution when eliciting young children’s ‘voice’UKMartina Street
178Don’t shoot the messenger: Exploring tensions in research translation for stakeholder end-users in the early childhood sectorAustraliaElise Hunkin
179Stories from the sandpit: Telling the narratives of early years teachers experiences in employmentUKAmanda Tayler
180Listening ears and speaking mouths: Children express talking through drawingsAustraliaJane McCormack
181Developing culturally responsive early childhood practice through professional development: Insights and opportunities for sustainable impactAustraliaSarah Verdon
182Using pretend play to develop communication skills of 5- to 6-year-old children with mild intellectual disabilitiesVietnamHung Ho
183Children’s words about friendship before and during the pandemicBosnia and HerzegovinaTamara Pribišev Beleslin
184Educator financial wellbeing and implications to practiceCanadaNadia Breese
185A case-study on teacher-child verbal interaction of intensive science education activity in Vietnamese preschool classroomsJapanDinh Thi Thu Hang
186 bUsing the storytelling method to hear children’s voices of their relational conflictsFinlandEija Salonen
187 bTo game or not to game? Using tablet games in treatment of children with developmental language disordersNetherlandsRob Zwitserlood
188Listening to the children’s stories: To a more mutual interactionIranNarges Sadat Sajjadieh
189Support for early learning and development of children under five years old from ethnic minority groups in Viet NamVietnamLam Bui
190Exposing the tensions of maternalism in relationships with young childrenUKRachael Summerscales
192Listening to white children’s understandings about identityAustraliaKathy Gelding
193Caregivers’ and clinicians’ perspectives of speech pathology services for children with SLCNsAustraliaRobert Wells

a Withdrawn
b Available from 16-20 November 2020

ECV2020 Topics

Children’s voices104, 108, 110, 111, 112, 122, 123, 127, 128, 130, 132, 135, 138, 139, 140, 142, 144, 148, 149, 150, 153, 157, 162, 165, 166, 175, 180, 183, 186, 187, 188, 192
Families’ voices102, 106, 113, 119, 127, 131, 138, 139, 153, 160, 172, 178, 193
Professionals’ voices101, 102, 103, 104, 107, 113, 114, 115, 117, 119, 121, 124, 125, 127, 131, 134, 136, 137, 139, 143, 147, 148, 149, 152, 153, 154, 156, 158, 159, 160, 161, 163, 164, 168, 171, 172, 173, 175, 178, 179, 181, 187, 190, 192, 193
Indigenous voices145, 192
Communication102, 103, 104, 105, 107, 109, 111, 112, 117, 118, 119, 121, 122, 123, 124, 126, 127, 129, 130, 131, 132, 135, 138, 139, 140, 142, 144, 146, 149, 150, 160, 162, 166, 170, 172, 176, 178, 180, 181, 182, 185, 187, 189, 193
COVID-19108, 109, 125, 127, 133, 141, 147, 148, 153, 154, 155, 156, 161, 163, 183
Innovation102, 104, 110, 119, 124, 128, 131, 137, 155, 161, 167, 178, 186, 187
Leadership107, 115, 154, 167
Rural communities104, 118, 123, 133, 137, 142, 145, 150, 155, 164, 172, 175, 176, 181, 189, 193
Wellbeing101, 106, 107, 114, 117, 125, 132, 133, 134, 137, 139, 140, 141, 142, 143, 144, 145, 149, 161, 163, 166, 175, 176, 184, 190
Workforce101, 103, 107, 114, 125, 133, 136, 137, 143, 147, 152, 154, 155, 156, 161, 167, 168, 171, 172, 173, 179, 181, 184, 193

ECV2020 Sustainable Development Goals (SDGs)

SDGGoalPresentations
SDG 1No poverty110, 130, 147, 176, 188
SDG 2Zero hunger130
SDG 3Good health and wellbeing101, 102, 103, 104, 105, 106, 107, 110, 111, 113, 114, 117, 119, 122, 123, 125, 126, 127, 129, 130, 132, 135, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 149, 151, 152, 153, 154, 156, 157, 159, 160, 161, 163, 165, 167, 168, 169, 172, 173, 175, 176, 177, 178, 181, 182, 183, 184, 186, 187, 193
SDG 4Quality education101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 114, 115, 117, 118, 121, 122, 124, 126, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 140, 141, 143, 144, 145, 146, 147, 148, 149, 150, 151, 152, 153, 154, 155, 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 166, 167, 168, 169, 170, 171, 173, 175, 177, 178, 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189, 190, 192, 193
SDG 5Gender equality107, 108, 124, 143, 147, 159, 161, 167, 184, 186
SDG 8Decent work and economic growth101, 102, 105, 107, 114, 141, 147, 152, 153, 154, 155, 156, 161, 167, 173, 184, 193
SDG 9Industry, innovation and infrastructure141, 155, 193
SDG 10Reduced inequalities102, 104, 107, 108, 111, 117, 118, 119, 122, 123, 126, 130, 131, 132, 135, 136, 137, 138, 139, 142, 143, 145, 147, 149, 150, 151, 159, 161, 162, 165, 166, 171, 172, 176, 177, 179, 180, 181, 182, 186, 189, 193
SDG 11Sustainable cities and communities128, 134, 161, 175, 188, 193
SDG 12Responsible consumption and production118, 134
SDG 13Climate action175
SDG 14Life below water134
SDG 16Peace, justice and strong institutions102, 108, 118, 132, 136, 143, 145, 147, 161, 192
SDG 17Partnerships for the goals113, 152, 161

ECV2020 in the News

CSU news release 1: https://news.csu.edu.au/latest-news/strong-international-registrations-for-online-early-childhood-conference

CSU news release 2: https://news.csu.edu.au/latest-news/when-do-children-learn-speech-sounds

CSU news release 3: https://news.csu.edu.au/latest-news/teachers-can-help-children-who-are-experiencing-separation-and-divorce

The Early Education Show: https://www.earlyeducationshow.com/episodes/episode138 (1 hour)


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