How to Support Children’s Sense of Agency

Children are not passive recipients of care. From birth, they express preferences, make decisions, and influence their world. In early childhood education, agency is both a right and a developmental necessity. EYLF positions the agency as central to Outcome 1: Children have a strong sense of identity- specifically Outcome 1. 2: Children develop their emerging autonomy, interdependence, resilience, and sense of agency.

When educators intentionally design environments, routines, and interactions that honour children’s choices and efforts, agency becomes visible, meaningful, and empowering.

Discover how to nurture children’s agency across babies, toddlers, and preschoolers with practical strategies, autonomy‑supportive language, and EYLF‑aligned documentation tips for early childhood educators.

What Is Agency?

Agency refers to a child’s ability to:

Make choices
Influence events
Act independently
Express preferences
Solve problems
Persist through challenges

Agency is not about letting children “do whatever they want.” It’s about creating conditions where children’s voices, decisions, and capabilities are respected and supported.

Why Agency Matters

Supporting agency:

Builds confidence and self‑belief
Strengthens executive functioning
Encourages problem‑solving and resilience
Promotes independence and self‑help skills
Enhances emotional regulation
Supports identity formation
Aligns with children’s rights and the UNCRC

When children experience agency, they learn that their actions matter a powerful foundation for lifelong learning.

Agency Across the Early Years

Agency looks different at each developmental stage. Babies communicate agency through cues and preferences, toddlers through independence and experimentation; and preschoolers through planning, negotiation, and leadership.

Below are age‑specific strategies educators can implement immediately.

Babies (0–18 months): Agency Through Cues, Movement & Exploration

Babies express agency through their bodies, gaze, gestures, and vocalisations. Educators support agency by responding sensitively and creating environments that allow babies to initiate exploration.

Practical Strategies

1. Offer Simple Sensory Choices

Two rattles with different textures
Two books during one‑to‑one reading
A choice between tummy‑time mat or soft rug

Example prompt:
“Would you like this one or this one?” (Hold both within reach.)

2. Follow Their Lead

Pause when they turn away
Re‑offer when they re‑engage
Follow their gaze to discover interests

3. Provide Accessible, Safe Spaces

Low mirrors for self‑initiated movement
Floor baskets with 3–5 open‑ended items
Soft climbing wedges for self‑directed exploration

4. Narrate Their Efforts

Use autonomy‑supportive language:

“You reached for the ball.”
“You’re trying a new way to roll.”
“You chose the crinkly toy.”

5. Encourage Early Problem‑Solving

Place objects slightly out of reach
Offer containers to fill and empty
Provide cause‑and‑effect materials

Documentation Example (EYLF 1.2)

“During tummy time, Noah repeatedly reached for the textured ball, adjusting his body to get closer. His persistence and clear preference demonstrate emerging agency and problem‑solving.”

Toddlers (18 months – 3 years): Agency Through Independence & Experimentation

Toddlers assert agency loudly and proudly often through “I do it!” moments. They thrive when educators provide structure, choice, and opportunities for safe risk‑taking.

Practical Strategies

1. Offer Simple, Meaningful Choices

“Would you like water or milk?”
“Do you want to sit at the table or on the mat?”
“Brush or hands for painting?”

Limit choices to two options to avoid overwhelm.

2. Provide Child‑Sized Tools

Step stools at sinks
Toddler‑sized tongs, jugs, brooms
Low hooks for hats and bags
Easy‑open containers at mealtimes

3. Encourage Safe Risk‑Taking

Climbing frames
Balancing beams
Pouring their own drinks
Serving their own food

4. Use Autonomy‑Supportive Language

“You’re figuring it out.”
“You tried a new way.”
“What would you like to do next?”
“You can do it. I’m here if you need help.”

5. Support Problem‑Solving

Ask open‑ended questions:
- “What else could you try?”
- “How can we make it fit?”
Allow time for trial and error
Avoid stepping in too quickly

Documentation Example (EYLF 1.2)

“Ella insisted on putting on her own shoes. She tried several times, adjusted the strap, and proudly announced, ‘I did it!’ showing independence, persistence, and a strong sense of agency.”

Preschoolers (3–5 years): Agency Through Planning, Collaboration & Leadership

Preschoolers express agency through ideas, negotiation, and decision‑making. They are ready for deeper involvement in planning and problem‑solving.

Practical Strategies

1. Involve Them in Planning

“What materials do we need for our garden?”
“How should we set up the block area today?”
“What do you think we should do first?”

2. Offer Complex Choices

Project topics
Roles in dramatic play
Materials for art (no templates)
Ways to solve a group problem

3. Encourage Leadership

Peer helpers
Caring for plants or pets
Leading group time songs
Setting up learning areas

4. Use Reflective, Autonomy‑Supportive Language

“You made a plan and followed it.”
“You changed your idea when it didn’t work.”
“You worked together to solve the problem.”

5. Support Collaborative Problem‑Solving

Provide time for negotiation
Model respectful communication
Ask questions that extend thinking:
- “What’s another way we could try?”
- “How can we make sure everyone gets a turn?”

Documentation Example (EYLF 1.2)

“The children planned a ‘car wash’ in the outdoor area. They negotiated roles, gathered materials, and solved problems together, demonstrating agency, collaboration, and decision‑making.”

Documentation Tips for EYLF Outcome 1.2

When documenting agency, focus on:

1. Choices Made

“Aria chose the large paintbrush after exploring both options.”

2. Independence

“Leo served his own fruit and poured water with growing control.”

3. Persistence

“Mila attempted the puzzle four times, adjusting her strategy each time.”

4. Problem‑Solving

“The children widened the block tower base to stabilise it.”

5. Voice & Decision‑Making

“The group voted to build a vet clinic and selected materials together.”

6. Linking to EYLF

Use phrases like

“This demonstrates emerging autonomy and agency as…”
“This learning connects to Outcome 1.2 because…”

Agency is not an “extra”—it is foundational to identity, well-being, and learning. When educators honour children’s choices, efforts, and ideas, they communicate a powerful message:

Your voice matters. Your actions matter. You matter.

This belief shapes confident, capable learners who trust themselves and their place in the world.