Using AI responsibly and ethically in ECEC

As artificial intelligence (AI) becomes increasingly embedded in everyday tools, its role in early childhood education and care (ECEC) is under growing scrutiny. A recent article from Community Early Learning Australia (CELA) highlights the opportunities and challenges of AI use in the sector, particularly in light of new requirements under the National Quality Framework (NQF).

From 1 September 2025, services are required to have policies and procedures addressing the safe use of digital technologies and online environments, including AI. This places a clear responsibility on providers to ensure AI is used in ways that protect the privacy, safety and rights of children, families and educators.

CELA’s article emphasises that AI can support efficiency and creativity in ECEC from drafting communications and translating languages for families, to streamlining documentation through sector-specific platforms such as Storypark or OWNA. However, experts warn against over-reliance, stressing the importance of transparency, privacy, and the preservation of relational practice.

Associate Professor Kate Highfield, University of Canberra, argues that “the key is to put the humans that we work with first, over the technology.” Responsible AI use, she notes, requires strong privacy safeguards, clear communication with families, and policies that prioritise child rights and data security.

The Office of the Australian Information Commissioner (OAIC) also advises against uploading sensitive personal information into open-access AI tools, identifying the risks of exposing children’s data to systems where it cannot be controlled or erased.

For educators, the challenge will be balancing the efficiency gains of AI with ongoing professional judgement, ethical decision-making, and a focus on relationships at the heart of practice.

Read the full article from CELA here: Using AI responsibly and ethically in ECEC cela.org.au.