Designing Trustworthy AI for the Youngest Learners: An Integrated Ethical Framework and Implementation Roadmap

Abstract Artificial intelligence (AI) is beginning to enter preschool and early primary classrooms, offering the potential for personalised learning, inclusive support, and reduced teacher workload. However, this nascent uptake raises acute questions regarding privacy, bias, and children’s developmental well-being. This conceptual article synthesises five foundational educational theories to evaluate AI’s potential affordances and risks for learners aged 3–8. Drawing on a purposive sample of illustrative studies, design reports, and policy documents (2015–2025), five emerging application areas are identified: personalised curricula, inclusive supports, early screening, augmented play, and teacher empowerment. These applications are mapped onto a proposed Holistic Ethical Integration Model, which assigns interdependent responsibilities to designers, educators, parents, and regulators. The model yields design principles and policy recommendations aimed at guiding responsible adoption while safeguarding young children’s rights. Instead of an exhaustive literature review, this theory-driven roadmap lays the groundwork for future empirical testing and evidence-based policymaking.