AI is reshaping the future of work but childcare may remain one of the most human professions

Artificial intelligence (AI) is transforming workplaces around the world, with a recent World Economic Forum (WEF) analysis warning that many entry-level roles are set to change dramatically as automation accelerates. While industries built around routine administrative tasks face significant disruption, early childhood education and care (ECEC) may be better positioned than many others because it relies on skills that technology cannot easily replicate.

The WEF analysis, AI may decimate entry-level jobs, and how AI is reshaping the global labour market, particularly for workers entering the workforce. According to the report, employers are increasingly automating repetitive tasks, raising concerns about the future of traditional entry-level roles and the career pathways they provide.

Rather than predicting widespread job losses across every industry, the WEF argues organisations should redesign entry-level work so employees continue to develop the judgement, communication and problem-solving skills needed for future leadership roles.

For the ECEC sector, the discussion raises an important question: how will AI change the work of educators without replacing the human relationships at the heart of early learning?

Human connection remains central

Unlike many occupations where routine administrative tasks dominate, early childhood education and care depends on responsive relationships, emotional intelligence and professional judgement.

Educators support children's learning through observation, play-based experiences, communication with families and collaboration with colleagues. These are skills built on empathy, trust and human interaction rather than automation.

The WEF notes that capabilities such as communication, collaboration and critical thinking are likely to become even more valuable as AI takes over routine tasks. These qualities have long underpinned quality early childhood education and care and remain central to educators' daily practice.

AI is likely to change how educators work

Although educators themselves are unlikely to be replaced by AI, many administrative aspects of their work are already beginning to change.

Emerging AI tools are being used to assist with:

• drafting learning documentation for educator review
• generating programming ideas linked to children's interests and learning outcomes
• summarising policies and regulatory guidance
• translating communications for multilingual families
• rostering and workforce management
• administrative reporting and compliance tasks.

Used appropriately, these technologies have the potential to reduce administrative burden, allowing educators to spend more time engaging directly with children and families.

Professional judgement, however, remains essential. AI-generated documentation, planning and communication should always be reviewed by qualified educators to ensure they accurately reflect children's learning, support intentional teaching and align with regulatory requirements and each service's philosophy.

Digital capability is becoming an essential skill

As AI becomes embedded across workplaces, digital capability is likely to become an increasingly valuable skill for educators and sector leaders.

Training providers, registered training organisations and employers may increasingly need to support educators to use AI responsibly, including understanding its limitations, protecting children's privacy and ensuring technology enhances rather than replaces professional practice.

For approved providers and service leaders, this also means developing clear governance around AI use, particularly where children's information, images or learning data are involved. Maintaining family trust, transparency and compliance with privacy obligations will remain critical as new technologies become more widely adopted.

Supporting educators, not replacing them

One of the WEF's central messages is that organisations should use AI to automate repetitive tasks while continuing to invest in the development of their people.

That principle has particular relevance for early childhood education and care.

Reducing time spent on repetitive administrative tasks could allow educators to focus more on what matters most: building secure relationships with children, engaging with families, supporting learning through play, and collaborating with colleagues to improve outcomes for children.

As AI capabilities continue to evolve, the opportunity for the ECEC sector is not to replace educators but to strengthen professional practice by allowing technology to support the work that only people can do.

The sector has consistently demonstrated its ability to adapt to changing expectations, from digital documentation and online learning platforms to evolving regulatory requirements. AI represents the next stage of that evolution, offering opportunities to improve efficiency while reinforcing the value of the human relationships that underpin quality early childhood education and care.

Source: This article draws on insights from the World Economic Forum analysis AI may decimate entry-level jobs, here's what experts say and applies them to Australia's early childhood education and care sector. The original analysis is available on the World Economic Forum website.