AI systems increasingly shape children’s learning, from adaptive platforms and classroom analytics to GenAI used for creative and academic support. Alongside promises of personalisation and engagement, these systems raise persistent concerns for children’s rights, including privacy, play, protection from commercial exploitation, and non-discrimination in the presence of bias. This workshop focuses on designing rights-respecting, child-centred AI for learning. Bringing together researchers, designers, educators, policymakers, and practitioners, it examines how concepts such as privacy, participation, play, and fairness can be operationalised in AI design. Through case studies and structured activities, participants will discuss shared design challenges, practical design principles and methods, and identify priorities for future child-centered AI research and practice for the IDC community.

Personal data and digital technologies increasingly shape children's daily experiences, but younger children are seldom presented with opportunities to reflect in-depth about their perspectives on personal data, beyond simple warnings about not sharing information online. We present Grasping Data, a set of portable activities aimed at helping children explore what counts as personal data, why some data feel more personal than others, and how meaning changes between audiences and purposes. The demo combines three linked tangible activities: a teddy-bear proxy for card sorting-based discussion, a wooden tangible prototype for self-generated activity data, and a set of shape-changing multi-material objects for embodied interpretation of personal data. For the IDC community, the demo contributes a 10-minute encounter highlighting concrete, research-based, low-tech methods to discuss personal data with young children across formal and informal learning settings.

Children increasingly interact with conversational AI in everyday settings, yet existing evaluation approaches rarely capture how trust, doubt, and understanding develop across childhood. This second edition of the C3AI workshop brings together researchers, designers, and educators to explore where trust, design, and evaluation meet in child-AI interaction. Through hands-on analysis of naturalistic interaction transcripts from children aged 6-14 and research-informed personas, participants will collaboratively identify cues of trust, confusion, resistance, and critique. Small-group activities and co-design exercises will support the development of preliminary, developmentally sensitive evaluation metrics for trust. Workshop outcomes include shared personas, draft evaluation templates, and open materials to support child-centred, responsible AI design and assessment.

Data physicalization is a promising approach for empowering children to understand and enjoy their own data. However, it relies on embodied metaphors to convey information effectively. This paper explores how to elicit children’s embodied experiences using a set of shape-changing objects that can inform the design of dynamic physicalizations. We propose a set of auxetic metamaterials, which can bend, twist, scale and shear. Following principles of tangible interaction, we conducted a study with 59 children who participated in four movement-based games before being introduced to the collection of shape-changing tangibles. Children expressed metaphors based on these activities related to concepts such as containers, rhythm, resistance, and semantic analogies, which we categorised into embodied schemas. Our findings reveal that characteristics of the shape-changing tangibles aid children in connecting their bodily experiences to dynamic transformations. Translating these insights into idea sketches, we outline how to tailor these affordable shape-changing mechanisms into usable prototypes.

Unlike any previous generation, children's lives are now highly datafied, tracked, and digitally monitored.They are increasingly vulnerable to data collection from seemingly innocuous toys and devices with cameras, sensors, voice recognition, and geolocation.Yet, children typically lack awareness or control over these data exchanges, as consent is usually given by adult caregivers (who may also lack data literacy).Despite regulatory improvements, interdisciplinary approaches remain crucial to empowering children to understand, value, and manage their personal data.How can the IDC community involve children in the design and use of their personal data?This workshop unites experts to explore current practices.1 CCS Concepts• Security and privacy → Social aspects of security and privacy; • Human-centered computing → Interaction design 1 This workshop merged with "Towards a Research Agenda for Including Children and their Care Ecosystems in HCI" to run a joint workshop: Grasping Data Together: Interdisciplinary Agendas for Engaging Children and their Care Ecosystems with their personal data

AI-driven educational technologies (AI-EdTech) process extensive data, raising concerns about commercial exploitation of children's data and risks to their privacy, wellbeing, agency, and legal rights. The ‘fairness principle’ in data protection law requires fair data processing that meets children's expectations and avoids unexpected, detrimental, discriminatory, or misleading practices. However, children's own perspectives on what fairness means in AI-EdTech are underexplored in design. This study bridges the gap between law and design research to contextualize what fairness means through co-design workshops with 72 children (aged 10–12) and 4 teachers (N=76) in Scotland and Türkiye. We examine how children's perspectives can inform the operationalization of ‘fairness by design’ for AI-EdTech. Our contributions include: (1) an understanding of children's perspectives on how fairness manifests (or does not) in AI-EdTech and (2) recommendations for both design and legal communities to align AI-EdTech design and data practices with children's values and rights.

• A gap remains in translating child-centred AI goals from theory and policy into practice – a gap which HCI and participatory design seem well-placed to address through participatory methods. • We contribute, firstly, the co-design stories Toolkit, an adaptable tool for participatory research, here applied with a participatory design futuring framing to springboard into speculative imaginaries on AI and learning. • Secondly, we contribute a set of child-led narratives and design concepts on AI's impact on learning futures and child rights, foregrounding what matters about AI to children themselves. What are children's perspectives on how AI could impact their learning futures? The concept of child-centered AI (CCAI) highlights the importance of children's involvement and their rights in the design of AI futures. However, a gap remains in translating CCAI goals from theory and policy into practice – a gap which HCI and Participatory Design seem well-placed to address. We conducted initial, exploratory Participatory Design Futuring (PDF) workshops with 14 children (aged 3–10) and their families in the UK, envisioning a futuristic design client, ‘SmartSchool’, who sought AI solutions to make learning better and more playful in the year 2123. We contribute, firstly, the Co-Design Stories Toolkit, an adaptable tool for participatory research, here applied with a PDF framing to springboard into speculative imaginaries on AI and learning. Secondly, we contribute a set of child-led narratives and design concepts on AI's impact on learning futures and child rights, foregrounding what matters about AI to children themselves.

We present the design of the Memory Machine (MeMa), a technology probe that can store, contextualise, and document media to represent memories. We accumulate vast physical and digital possessions throughout our lives, making it difficult to distinguish value in amassed images, albums, videos, mementos, and music. One option we wanted to explore via MeMa was to frame personal memories as a gift, in turn providing a way to revisit, share, and collate personal archives. We deployed MeMa into participants’ homes and tasked them to create a digital gift involving an autobiographical memory. Through qualitative methods we uncovered the experience of twelve gift-givers. We found that the framing as a gift brought meaning to a collection of media, promoting reflection and emotional reminiscence in participants. Our contributions include design implications involving the relationship between emotions, technology, and gifting.