Preparing early childhood educators for the age of AI: a conceptual framework for ethical literacy, relational pedagogy, and policy integration

As artificial intelligence (AI) becomes increasingly embedded in children’s lives, from smart toys to adaptive learning platforms, early childhood educators face urgent questions about developmentally appropriate, ethical, and relationally grounded AI use. This conceptual paper proposes a triadic framework, AI literacy, digital ethics, and relational pedagogy, to guide the preparation of preservice early childhood educators. Drawing on developmental science, global AI ethics initiatives (e.g. NAEYC, UNICEF, ISTE), and relational pedagogy, the paper highlights the need for reflective, attuned practitioners capable of guiding AI-native learners with empathy and discernment. In contrast to frameworks focused solely on technical skills, this model emphasizes educator agency, ethical reasoning, and the preservation of human connection. It concludes with curricular recommendations and research directions to embed these principles into teacher education programs, licensure standards, and policy. This work contributes to the evolving field of educational technology by centering the needs and rights of young children in the age of AI.