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Access to Agency - Human Centred AI in Early Years Education: A UDL informed guide for educators who believe every child can lead their learning
Paperback
General EducationSpecial Education
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Publisher: Independently Published
Pages: 100
Weight: 0.56
Height: 0.21 Width: 8.50 Depth: 11.00
Language: English
Artificial Intelligence is transforming education - but early childhood remains largely absent from the conversation. Too often, young children are framed as too young, too soft, or too complex for meaningful engagement with emerging technologies. From Access to Agency challenges that assumption head-on.
This ground breaking book argues that early childhood education is not only ready for human-centred AI, but is precisely where the most ethical, inclusive, and developmentally appropriate models must begin. Drawing on Universal Design for Learning (UDL), early years pedagogy, and lived practice in contexts of disadvantage and special educational need, it reframes AI not as a set of tools to adopt, but as a design and governance question: What kind of learning systems do we want for young children - and who do they serve?
At the heart of the book is a powerful shift from access to agency. Access opens the door; agency ensures children can initiate, influence, remember, and meaningfully direct their learning. Without intentional design, systems that widen access may still leave children passive or marginalised. With human-centred AI, they can become confident, independent, and active participants in their own learning.
Across six interconnected parts, the book explores:
The post-pandemic early years landscape and the limits of traditional inclusion models
UDL as an ethical and architectural foundation for AI in education
How human-centred AI can support engagement, communication, regulation, and agency
The role of professional judgement in an AI-rich environment
Ethical guardrails around surveillance, datafication, and performativity
Policy and leadership pathways for inclusive, scalable, UDL-aligned systems
Blending narrative case studies, practitioner insight, and policy-relevant analysis, From Access to Agency shows how small, observation-led micro-adjustments - supported by AI-informed planning - can have cumulative impacts on children's confidence and identity as learners. These supports are positioned as universally beneficial, not reserved for children with identified needs.
The result is a hopeful yet challenging vision: early childhood education is a critical site for shaping the future of ethical AI, and agency - not access - must be the destination.
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