Researchers use surveys to elicit children’s subjective experiences. Prior work has adapted surveys for children by modifying language or formats to align developmentally. Instead, we present a study that invited children to co-design surveys in order to understand how they conceptualize interaction, agency, and assessment technologies. We present a novel approach: positioning children as co-designers to surface their tacit theories about assessment. Through workshops with 15 children (ages 8-12), adults and children co-designed surveys about reading identity. Participants designed the surveys around their own constraints, including emerging literacy or difficulty with abstraction, by favoring visual, interactive affordances. Participants designed interactivity with clear boundaries and structure; for example, preferring sliders with endpoints over open-ended questions. Children articulated expectations that surveys should “give something back,” such as profiles or recommendations. We argue that survey co-design is a rich site of interaction research and offers insights into children’s understandings around interaction, agency, and fairness in assessment.

The Co-Design with Kids Toolkit is a new, freely available web-based resource that brings together decades of research on the academic method of Cooperative Inquiry with the purpose of making co-design approaches and techniques accessible to a wider audience. Building from expert and potential user interviews, as well as a thorough review of currently available toolkits on co-design, we have designed the website to provide short written and video summaries of critical elements of the philosophy of co-design, how to implement techniques of co-design, and examples of what co-designing with kids actually looks like and produces. Rooted in peer-reviewed research, we intend for this resource to support academic, industry, and practice in understanding how children can be equal stakeholders in the design of their technology, creating more inclusive environments for design and development. This demo will highlight the creation of the toolkit and its components, with time for discussion of application and feedback.

The GIANT Remix is an AI-powered platform that combines hands-on writing, safe AI tools, and personalized publishing to support children’s literacy and creative agency. The platform was co-designed with students, educators, and children through online bootcamps, in-person workshops, community stations, and school-based programs. In a Remix activity, children respond to a “Creative Mission” through drawings, multilingual writing, and optional physical prototypes. In classrooms, these Missions align with core curricula such as English language arts, science, and social-emotional learning; in community settings such as libraries, they support writing competitions, author visits, and community interests. Photos of completed Mission Sheets are uploaded into the GIANT Remix app, where AI tools transform submissions into avatars and support iterative feedback loops that help children critique, revise, and prepare their work for publication. Findings from an exploratory pilot program in two New York City public schools suggest high student engagement and gains in their writing, critical thinking, and AI literacy.

AI technologies have become increasingly embedded in children’s lives. While there are many frameworks for designing AI technologies for children’s well-being, few have been tested against the tensions children experience when using AI across different global contexts. This workshop explores how to design AI technologies that enhance children’s digital well-being in accordance with various developmental and child-computer interaction frameworks, as well as what developers and designers should consider as they do so. Our goal is to convene an interdisciplinary international community to pave the way for future research and practice that seeks to design AI technologies with children’s well-being in mind.

Artificial intelligence's (AI) increasing presence in children's daily lives requires careful consideration of its impacts on children's digital well-being.This workshop aims to examine different contexts where children are interacting with AI to explore design guidelines that support youth digital well being, and ways educators and caregivers could identify these supportive tools.Our goal is to convene an interdisciplinary community of researchers, industry professionals, and experts in AI and child well-being to pave the way for future research and practice that seeks to design AI technologies with children's well-being in mind.

Children have been involved in technology co-design processes for several decades. While previous studies suggest potential benefits to child participants, research has not been conducted regarding the impact of these design methods on the adult designers involved in these processes. We conducted a retrospective online survey with 18 adults who have participated in co-design with children on technologies intended for children. Responses about their experiences, learnings, and recommendations for the process were synthesized. Overall, the participants perceived their experiences of partnering with children and hearing their perspectives to be valuable both personally and professionally as well as for the products’ usability for children. Participants also noted some challenges or areas for improvement for the co-design process. Areas for future work may include a more formal study of the impacts of these experiences on adults and on the technologies developed via co-design with children.