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

World Map of Registrations

ECV2020 Presentations

No.	Presentation Title	Country	First Author
101	Hearing early childhood educators’ voices about their well-being	Australia	Tamara Cumming
102	Parent, educator, and speech-language pathologist partnerships for supporting multilingual children in Iceland	Iceland	Kathryn Crowe
103	Deaf multilingual children: Professionals’ perspectives on supporting families	Iceland	Kathryn Crowe
104	Empowering educators to support children’s speech and language with Lubbi the Icelandic Sheepdog	Iceland	Thora Másdóttir
105	The relationship of narrative production to reading comprehension: A systematic review	USA	Darin Woolpert
106	A strengths approach to supporting young children experiencing parental separation and divorce	Australia	Angela Fenton
107	Leadership within the early childhood sector and narratives of hope	Australia	Belinda Downey
108	The multimodal analyses to children’s voices	Brazil	Fernanda Liberali
109	Family influence on young children’s digital readiness of learning at home	Australia	Leigh Disney
110	“My mouth is zipped”: A holistic self-report tool of children’s hearing and listening at preschool	Australia	Laura McFarland
111	When are speech sounds learned by children across the world?	Australia	Sharynne McLeod
112	Mum and Dad help me keep my mother tongue: An unheard voice from Vietnamese-Australian children	Australia	Van Tran
113 b	Collaboration between healthcare professionals and parents: identification of supporting strategies	Netherlands	Inge Klatte
114	Sustaining early childhood educator work-related well-being: Perspectives from early childhood organisational stakeholders	Australia	Helen Logan
115	The theory of practice architectures: Exploring high quality early childhood education through another lens	Australia	Mandy Cooke
117	Supporting children’s multilingual voices in the early years: Recommendations from international experts	Australia	Sarah Verdon
118	Multimodal childhoods pilot project: Merging literacies, play and digital technologies in remote communities	Australia	Kerrie Mackey-Smith
119 b	Using co-design to develop a tool for shared goal setting with parents in speech and language therapy	The Netherlands	Ingrid Singer
121	How does group size influence dosage in school-based speech sound therapy sessions?	USA	Kelly Farquharson
122	Understanding Jamaican children’s voices using their drawings	USA	Karla N. Washington
123	Understanding bilingual children’s voices using adult models	USA	Rachel Wright Karem
124	Little Scientists: Supporting educators with STEM in the early years	Australia	Amy MacDonald
125	There were many tough days: Early childhood educators’ emotional wellbeing during COVID-19 pandemic	Australia	Gloria Quiñones
126	StoryBabies: The development of a website to support book reading with babies	Australia	Michelle Brown
127	The expression of children in the time of COVID-19 through play and animation practices	Italy	Matteo Corbucci
128	Children’s understandings of sustainability-related topics and issues	Australia	Mia Christensen
129 b	Real and fictional social rejections evoke associated and relatively congruent psychophysiological responses	Finland	Sirke Seppänen
130 b	Considering children’s participation in socio-political sustainability through early childhood education for sustainability	Australia	Yvonne Paujik
131	Belgian speech-language therapists’ practices and needs in supporting the parents of deaf and hard-of-hearing children from diverse backgrounds	Belgium	Pauline van der Straten Waillet
132	From care-taking and teaching to mutually caring communication	Denmark	Niklas A. Chimirri
133	PEEP in the pandemic: supporting parent learning on-line	Scotland	Hannah Hale
134	Stories of disruption: Using images to prompt children’s thinking and action taking for sustainability	Australia	Lyndal O’Gorman
135	Fijian children’s speech acquisition	Australia	Holly McAlister
136	Exploring educators’ understandings of infants’ and toddlers’ agency	Australia	Tanya Burr
137	Supporting effective service integration (SESI) in regional and remote communities: Preliminary learnings from Phase 1	Australia	Kim Stouse-Lee
138	Involving children with developmental language disorder and their parents in research priority setting	UK	Katie Chadd
139 b	Speech-language pathologists’ views on the severity of speech sound disorders in children	Netherlands	Anniek van Doornik
140	Young children’s enactments of agency during participatory wellbeing research	Canada	Jennifer Fane
141	How did COVID-19 school closures impact school-based SLPs’ job satisfaction?	USA	Kelly Farquharson
142 b	Consonant cluster productions in preschool children who speak African American English	NZ	Toby Macrae
143	Gender in early childhood education	Australia	Rachel Chapman
144 b	Hearing infant voices within patterns of infant-practitioner interactions in nursery provision in England	UK	Caroline Guard
145 b	Transitioning ‘not racist’ to ‘anti-racist’ frameworks in early childhood education	Australia	Ryan Al-Natour
146	Cross-cultural adaptation and standardization of Age and stages Questionnaire (ASQ-3) in 36-60 month-old-children: Data analysis from the Vietnam national survey.	Vietnam	Ba Minh Nguyen
147	Exploring the positioning of early childhood educators in pandemic policy responses in Australia and Canada	Canada	Brooke Richardson
148	Development of agency in early childhood during COVID-19	Brazil	Monika Silva
149	Documenting emotional capital practices in infant pedagogy	Australia	Andi Salamon
150	Clever kids with clever tongues: Individual and societal linguistic multi-competence in Fiji	Australia	Suzanne C. Hopf
151 a	Interprofessional collaboration to create resources for children of the South Pacific	Australia	Suzanne C. Hopf
152	Feeling left alone with a can of sanitizing alcohol for protection: Voices of Icelandic preschool personnel during the first wave of the pandemic	Iceland	Kristín Dýrfjörð
153	Preschool children and the pandemic: Teachers view and parents experiences	Iceland	Anna Elísa Hreiðarsdóttir
154	How did head teacher in Icelandic preschools manage their job during the pandemic: The employees view?	Iceland	Kristín Dýrfjörð
155	Leading through complexity: A workforce initiative for challenging times	Australia	Leanne Gibbs
156	The benefits of an educator-led digital community	Australia	Gwendolyn Alcock
157	Examining teacher-child relationship quality across the first year of school using children’s drawings.	Australia	Elizabeth Murray
158	Why don’t Japanese early childhood educators intervene in children’s physical fights? Some characteristics of the mimamoru approach	Japan	Fuminori Nakatsubo
159	Enacting culturally responsive pedagogies in early childhood education	NZ	Yvonne Culbreath
160	Toddlers with cleft palate in ECEC: Listening to families	Australia	Anna Cronin
161	Senses of hauora and well-being in early childhood initial teacher education during a pandemic	New Zealand	Andrew Gibbons
162	“If we are not doing the conversation, we are not learning anything”: Talking about talk in the early years of school	Australia	Christine Edwards-Groves
163	The impact of COVID-19 on an early childhood education setting	Australia	Sene Gide
164	Social justice in the early childhood context: Educator voices	Australia	Vicki Christopher
165	A socio-cultural understanding of young children’s perspectives represented through mathematical graphics in their play: A literature review	Australia	Jenny Dwyer
166	The language of friendship: Children’s views of making friends in culturally and linguistically diverse settings	Australia	Maryanne Theobald
167	Producing leadership: Collective memory stories of early childhood education leaders	Australia	Marie White
168	Providers’ views about governance and leadership in long day care	Australia	Lisa Keegan
169	Developing a tool for automatic transcription and analysis of children’s language samples	UK	Yvonne Wren
170 b	How do early childhood teachers perceive their role in facilitating oral language and emergent literacy skill development for preschool children? Perspectives from Australia	Australia	Tessa Weadman
171	Silence around the cultural diversity of the Australian early childhood education workforce	Australia	Sene Gide
172	Stakeholders’ perspectives about waiting for speech and language services for children	Australia	Nicole 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’ work	Australia	Tamara Cumming
175	Fulfilling children’s right to actively engage with the local and broader community of their early childhood education service	Australia	Robbie Warren
176b	A rapid review of the impact of bushfire on the emotional wellbeing of children living in rural and remote Australia	Australia	Sarah Verdon
177 a	Exercising caution when eliciting young children’s ‘voice’	UK	Martina Street
178	Don’t shoot the messenger: Exploring tensions in research translation for stakeholder end-users in the early childhood sector	Australia	Elise Hunkin
179	Stories from the sandpit: Telling the narratives of early years teachers experiences in employment	UK	Amanda Tayler
180	Listening ears and speaking mouths: Children express talking through drawings	Australia	Jane McCormack
181	Developing culturally responsive early childhood practice through professional development: Insights and opportunities for sustainable impact	Australia	Sarah Verdon
182	Using pretend play to develop communication skills of 5- to 6-year-old children with mild intellectual disabilities	Vietnam	Hung Ho
183	Children’s words about friendship before and during the pandemic	Bosnia and Herzegovina	Tamara Pribišev Beleslin
184	Educator financial wellbeing and implications to practice	Canada	Nadia Breese
185	A case-study on teacher-child verbal interaction of intensive science education activity in Vietnamese preschool classrooms	Japan	Dinh Thi Thu Hang
186 b	Using the storytelling method to hear children’s voices of their relational conflicts	Finland	Eija Salonen
187 b	To game or not to game? Using tablet games in treatment of children with developmental language disorders	Netherlands	Rob Zwitserlood
188	Listening to the children’s stories: To a more mutual interaction	Iran	Narges Sadat Sajjadieh
189	Support for early learning and development of children under five years old from ethnic minority groups in Viet Nam	Vietnam	Lam Bui
190	Exposing the tensions of maternalism in relationships with young children	UK	Rachael Summerscales
192	Listening to white children’s understandings about identity	Australia	Kathy Gelding
193	Caregivers’ and clinicians’ perspectives of speech pathology services for children with SLCNs	Australia	Robert Wells

^a Withdrawn
^b Available from 16-20 November 2020

ECV2020 Topics

Children’s voices	104, 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’ voices	102, 106, 113, 119, 127, 131, 138, 139, 153, 160, 172, 178, 193
Professionals’ voices	101, 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 voices	145, 192
Communication	102, 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-19	108, 109, 125, 127, 133, 141, 147, 148, 153, 154, 155, 156, 161, 163, 183
Innovation	102, 104, 110, 119, 124, 128, 131, 137, 155, 161, 167, 178, 186, 187
Leadership	107, 115, 154, 167
Rural communities	104, 118, 123, 133, 137, 142, 145, 150, 155, 164, 172, 175, 176, 181, 189, 193
Wellbeing	101, 106, 107, 114, 117, 125, 132, 133, 134, 137, 139, 140, 141, 142, 143, 144, 145, 149, 161, 163, 166, 175, 176, 184, 190
Workforce	101, 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)

SDG	Goal	Presentations
SDG 1	No poverty	110, 130, 147, 176, 188
SDG 2	Zero hunger	130
SDG 3	Good health and wellbeing	101, 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 4	Quality education	101, 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 5	Gender equality	107, 108, 124, 143, 147, 159, 161, 167, 184, 186
SDG 8	Decent work and economic growth	101, 102, 105, 107, 114, 141, 147, 152, 153, 154, 155, 156, 161, 167, 173, 184, 193
SDG 9	Industry, innovation and infrastructure	141, 155, 193
SDG 10	Reduced inequalities	102, 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 11	Sustainable cities and communities	128, 134, 161, 175, 188, 193
SDG 12	Responsible consumption and production	118, 134
SDG 13	Climate action	175
SDG 14	Life below water	134
SDG 16	Peace, justice and strong institutions	102, 108, 118, 132, 136, 143, 145, 147, 161, 192
SDG 17	Partnerships for the goals	113, 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)