How Should We Design, Deploy, and Regulate AI for Young Children? Developmental Appropriateness, Ethical Responsibility, and Child-Centeredness

AI technologies (e.g., systems, applications, platforms, tools), from voice assistants to personalized learning environments, are becoming increasingly pervasive in the daily lives and educational experiences of young children. In light of this trend, the question of how we should design, deploy, and regulate AI for young children takes on heightened urgency and significance. With this question in mind, I offer a reflective and conceptual perspective with a threefold goal. First, I examine how certain current AI tools used by young children (ages 3-8)—often shaped by the assumptions, priorities, and even biases of adult designers—were not developed with consideration of child users, thereby failing to incorporate the perspectives and developmental needs of young children. Second, I further scrutinize ethical concerns, including data privacy, bias, agency, trust, and—above all—young children’s safety and well-being in AI use. Third, I advocate for a child-centered approach to AI design, deployment, and regulation, one that respects young children’s rights, prioritizes their safety and well-being, and empowers them as AI users. Furthermore, drawing on research evidence and practical examples, I call on key stakeholders, especially AI developers, policymakers, researchers, school leaders, educators, and families, to rethink (through critical reflection), reimagine (through a visionary lens), and reshape (through transformative action) AI use for, with, and by children. To guide these efforts, I propose a three-pronged conceptual framework: (1) developmental appropriateness, (2) ethical responsibility, and (3) child-centeredness. Keywords: Artificial intelligence (AI); AI tools; children; developmental appropriateness, ethical responsibility, child-centeredness.