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<p>Artificial intelligence (AI)-powered tools are becoming increasingly ubiquitous in children’s environments. However, three issues remain to be addressed: (1) an “AI divide” in access and use of AI for learning between socioeconomically advantaged and disadvantaged children, (2) accessibility and opportunity gaps in AI literacy acquisition between these two groups, and (3) an ethical gap in AI use by children. In this review- and policy-based article, we first synthesize some current research on AI applications in early childhood education (ECE), with a focus on equity, AI literacy, and ethical concerns. We then provide actionable policy recommendations for education leaders and practical guidance for teachers. Specifically, we encourage education leaders to apply an equity lens by affording children and teachers AI-related resources and opportunities to develop AI literacy. This affordance can, in turn, empower teachers to engage children in leveraging developmentally appropriate AI tools for exploration and learning. Furthermore, we recommend that education leaders invest in AI infrastructure for teachers as well as children (and their families) that provides clear guidelines in promoting ethical, safe, and responsible use of AI. In particular, we advocate focusing on five key priority areas — AI infrastructure, teacher capacity, teaching sensitivity, AI safety and security guardrails, and strong teacher-parent partnerships.</p>

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Leveraging AI to Enhance Children’s Learning: Anchoring Policy and Practice in Equity, AI Literacy, and Ethics for Education Leaders and Teachers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月7日

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  • Jennifer J. Chen,
  • Victoria Delaney

摘要

Artificial intelligence (AI)-powered tools are becoming increasingly ubiquitous in children’s environments. However, three issues remain to be addressed: (1) an “AI divide” in access and use of AI for learning between socioeconomically advantaged and disadvantaged children, (2) accessibility and opportunity gaps in AI literacy acquisition between these two groups, and (3) an ethical gap in AI use by children. In this review- and policy-based article, we first synthesize some current research on AI applications in early childhood education (ECE), with a focus on equity, AI literacy, and ethical concerns. We then provide actionable policy recommendations for education leaders and practical guidance for teachers. Specifically, we encourage education leaders to apply an equity lens by affording children and teachers AI-related resources and opportunities to develop AI literacy. This affordance can, in turn, empower teachers to engage children in leveraging developmentally appropriate AI tools for exploration and learning. Furthermore, we recommend that education leaders invest in AI infrastructure for teachers as well as children (and their families) that provides clear guidelines in promoting ethical, safe, and responsible use of AI. In particular, we advocate focusing on five key priority areas — AI infrastructure, teacher capacity, teaching sensitivity, AI safety and security guardrails, and strong teacher-parent partnerships.