Educational Artificial Intelligence, Child Rights, and Human Care in Early Childhood

Autor/in	Rocio Garcia-Peinado
Titel	Educational Artificial Intelligence, Child Rights, and Human Care in Early Childhood
Quelle	In: European Educational Researcher, 8 (2025) 3, S. 33-55Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Rocio Garcia-Peinado)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Artificial Intelligence; Technology Uses in Education; Childrens Rights; Early Childhood Education; Ethics; Foreign Countries; Treaties; International Law; Privacy; Accountability; Equal Education; Child Development; Governance; Well Being + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; 'Children''s rights'; Kindesrecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ethik; Ausland; Abkommen; Law of nations; Völkerrecht; Privatsphäre; Verantwortung; Kindesentwicklung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Well-being; Wellness; Wohlbefinden
Abstract	This article examines the use of artificial intelligence (AI) in early childhood education from a rights-based perspective, drawing on a critical interpretive synthesis (CIS) of the literature published between 2019 and 2025. A typology of four uses in early childhood -- Tutor, Tool, Companion, and Tracker (THCR) -- is proposed and each category is mapped against the core principles of the United Nations Convention on the Rights of the Child: privacy, non-discrimination, best interests, and participation. The contribution includes: (a) a risk-safeguard matrix differentiated by type of AI; (b) a logic model and theory of change for care-centered implementations; and (c) the SAFE LEARN checklist (Safety by design, Agency/assent, Fairness, Explainability, Learning alignment, Educator capacity, Accountability, Risk logging, Non-replacement of care). Implications for policy and practice are discussed for schools, administrations, and providers, emphasizing human mediation and verifiable equity as minimal conditions for acceptance. This work offers a pioneering framework that connects international normative principles with operational instruments, providing immediate guidance for the Education 2030 agenda and Sustainable Development Goals (SDGs) 4 and 16. (As Provided).
Anmerkungen	European Educational Researcher. University of Seville Faculty of Education, Department of Teaching and Educational Organization, Pirotecnia 41013 Seville, Spain. Tel: +34-955-420590; Fax: +34-954-554306; e-mail: editor@eu-er.com; Web site: https://eu-er.com/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/11