Abstract
While the integration of artificial intelligence (AI) technologies into early childhood education holds significant potential for personalized learning, it also entails serious ethical risks, such as the commodification of childhood. This study moves beyond technology-centered approaches and presents a comprehensive roadmap grounded in the best interests of the child, data privacy, and the pedagogical leadership of teachers. It examines how children’s natural inquiry processes can be supported through AI-based smart assistants, emphasizing that the effectiveness of this support depends on teachers’ AI literacy and ethical awareness. Furthermore, in light of international standards, the study argues that educational algorithms must be designed to be fair, transparent, and free from the risks of anthropomorphism. Ultimately, it proposes a hybrid digital learning ecosystem in which AI operates under teacher supervision, respects cultural contexts, and supports children’s natural developmental trajectories rather than replacing human pedagogy.
Details
| Primary Language | English |
|---|---|
| Subjects | Ethics |
| Journal Section | Letter to Editor |
| Authors | |
| Submission Date | December 26, 2025 |
| Acceptance Date | December 31, 2025 |
| Publication Date | January 31, 2026 |
| Published in Issue | Year 2026 Volume: 3 Issue: 1 |