Journal article
Generative AI-Supported reflective practice in early childhood education and care: A critical review of ethical, policy, and professional implications
European Early Childhood Education Research Journal, Vol.First online, pp.1-14
24/05/2026
Appears in Recent Faculty of Education Publications
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Abstract
Generative artificial intelligence is increasingly embedded across educational systems, reshaping how educators plan, write, and communicate. Yet its role, risks, and ethical boundaries in early childhood education and care remain unexplored. This criticalliterature review analysed research and policy publications published between 2018 and 2025, focusing on ethics, pedagogy,workforce capability, and policy readiness. Three themes were identified: ethical considerations, barriers to implementation, andtechnological limitations. The review found that, unlike school systems in some jurisdictions, early childhood education and care often operates without equivalent governance for GenAI use. Responsible integration therefore requires sector-specific ethical frameworks, clear policy direction, and targeted professional development. Although the analysis is situated within the Australian policy context, international literature on GenAI ethics,educator capability, children’s digital rights, and AI governance demonstrates that these challenges reflect broader questions facing early childhood sectors internationally.
Details
- Title
- Generative AI-Supported reflective practice in early childhood education and care: A critical review of ethical, policy, and professional implications
- Creators
- Nicole Thompson - Southern Cross University
- Publication Details
- European Early Childhood Education Research Journal, Vol.First online, pp.1-14
- Publisher
- Taylor & Francis
- Identifiers
- 991013377251002368
- Copyright
- © 2026 The Author(s).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article