Reimagining Early Childhood Education Practices in the Era of Artificial Intelligence

Artificial intelligence (AI) is rapidly transforming educational practices, creating new opportunities and challenges for early childhood education. This paper examines how early childhood education practices can be reimagined in response to the emergence of AI, while maintaining the principles of developmentally appropriate, play-based and child-centred learning. The paper focuses on eight major dimensions: AI-supported personalised learning; AI-enhanced play and creativity; transformation of teachers' professional roles; ethical and safe use of AI; AI-supported observation and assessment; inclusive early childhood education; AI-enhanced family–school partnerships; and the development of age-appropriate AI literacy. The paper argues that AI should function as a pedagogical support tool rather than a replacement for early childhood educators, human interaction or children's experiential play. NAEYC (2020) emphasises that developmentally appropriate practice should promote children's optimal development through strengths-based, play-based and joyful learning.  Similarly, UNESCO (2024) identifies human-centredness, AI ethics, AI pedagogy and professional learning as important dimensions of teachers' AI competence.  UNICEF (2025) further stresses children's safety, privacy, inclusion, non-discrimination, well-being and best interests in the development and use of AI.  The paper concludes that successful integration of AI into early childhood education requires a carefully balanced human–AI partnership in which technology enhances teachers' capacity while children's development, relationships, creativity, play, dignity and well-being remain paramount.