Artificial intelligence in early childhood education: Pedagogical implications of the AI Act and guidelines from UNICEF and the Education Endowment Foundation

Abstract

The aim of this article is to show how the development of artificial intelligence and the new European Union regulatory framework, the AI Act, affect children’s education, with particular emphasis on early primary education. Drawing on a taxonomy of AI, the article discusses selected functional areas of artificial intelligence and the main benefits of its use in education, including personalisation, accessibility, and the reduction of teachers’ workload. It also examines key risks, such as threats to privacy, algorithmic bias, misinformation, and secondary intellectual illiteracy. The article refers to guidelines issued by UNESCO, UNICEF – including the concept of child‑centred artificial intelligence – and the Education Endowment Foundation, identifying the conditions for the responsible implementation of AI systems in schools. Particular attention is paid to AI literacy and basic algorithmic literacy as essential competences for pupils and teachers, enabling them to use AI‑based solutions critically and safely.