Murcia, Karen, Dobson, Madeleine, Aranda, George, Wijesinghe, Thilinika, Cross, Emma, and Mennell, Sarsha (2025) Starting Early: Ethics and AI in Education. In: Papadakis, Stamatios, (ed.) Teaching with Artificial Intelligence: A Guide for Primary and Elementary Educators. Routledge, Abingdon, Oxon, UK, pp. 19-31.

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Abstract

The rapid advancement of artificial intelligence (AI) presents both opportunities and ethical challenges in early childhood education. This chapter critically examines the ethical implications of AI use with young children by drawing on international and national policy frameworks, including UNESCO’s ethical principles and Australian early childhood education guidelines. Emphasising inclusivity, transparency, and accountability, we explore how these frameworks can safeguard children’s rights, privacy, and developmental needs. We review empirical studies on emerging AI tools such as adaptive learning software, language development applications, and AI-driven games and discuss their potential to personalise learning experiences. However, these technologies also raise ethical concerns, particularly regarding equity, cultural bias, and contextual appropriateness. Central to our analysis is the educator’s role in critically assessing AI tools and maintaining pedagogical agency in designing learning environments. We argue that ethical awareness is essential for supporting informed decision-making and protecting the integrity of early learning. The chapter concludes with guiding principles for teacher education, advocating professional development that fosters critical reflection on AI’s capabilities and limitations. We call for a balanced, ethical approach to AI integration that upholds the best interests of children while supporting educators in navigating a rapidly evolving digital landscape.

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