Two global organisations, the Moving Minds Alliance (MMA), and the International Step by Step Association (ISSA), have called for a human-centred approach to artificial intelligence (AI) in early childhood education.
They made the call in a joint press release to mark this year’s International Day of Education, themed ‘AI and Education: Preserving Human Agency in a World of Automation.’
The press release signed by the directors of MMA and ISSA, Tricia Young and Liana Ghent, respectively, emphasised the critical need for technology to complement, and not replace, the human elements essential for young children’s development.
They urged governments, international organisations, NGOs, tech companies, and educational institutions to join forces in ensuring that AI-driven early childhood educational tools are developed and deployed with a focus on human connection, especially in humanitarian contexts.
Need for partnerships
Both organisations have called for partnerships across sectors to develop and deploy AI-driven educational tools that are accessible, inclusive, and culturally relevant.
They also stressed the need for robust frameworks to protect children’s data and ensure that AI applications are used ethically and responsibly.
With the situation of children living in humanitarian crises worsening significantly in 2024, the organisations emphasised the critical importance of multi-sector collaboration.
They highlighted that over 473 million children worldwide are living in conflict zones, with 47.2 million displaced and more than 52 million out of school in 2024.
Importance of early childhood interventions
According to the organisations, quality early childhood interventions can mitigate the adverse effects of trauma and provide a foundation for lifelong learning and well-being.
They emphasised the importance of robust Early Childhood Education (ECE) programmes in humanitarian settings, where children face heightened risks due to displacement, conflict, and instability.
“Investing in holistic education in humanitarian settings not only addresses academic needs but also the mental, emotional, and physical well-being of children; providing comprehensive support. Schools offer a safe space, protecting children from exploitation and violence, while promoting long-term development by equipping them with essential skills and knowledge,” the statement reads in part.
Further highlighting the benefits of AI, they noted that enhances the delivery of essential services such as healthcare, education, and emergency relief, among others. “For example, AI-driven chatbots provide personalised learning experiences to children in crisis-affected areas.
“However, the use of AI in humanitarian settings raises significant concerns about data privacy and protection. Children’s data can be misused, putting them at risk of exploitation and abuse. It is crucial to implement these technologies responsibly to protect vulnerable children and ensure their rights are upheld,” the duo noted.
Concerns over screen time
The organisations, however, raised concerns about the ‘excessive screen time’ for young children, noting that it can negatively affect cognitive development by impairing memory, attention, and critical thinking skills.
They further emphasised that prolonged screen exposure, particularly for children under six, can impede the development of empathy and social abilities, underscoring the importance of limiting screen time during early childhood.
The organisations also stressed the crucial role of human connection, particularly in humanitarian settings, in fostering emotional and psychological well-being.
They maintained that positive interactions with caregivers and peers not only provide children with a sense of safety and security but also stimulate cognitive development, which is essential for language development and problem-solving skills.
Human connection, according to them, promotes better physical health, as emotionally connected caregivers are more likely to ensure proper nutrition and access to healthcare. “Strong relationships also foster resilience, enabling children to cope better with adversities while teaching essential social skills such as empathy and communication,” they noted.
Call to action
MMA and ISSAN further encouraged collaboration among stakeholders, emphasising the need to develop inclusive, accessible, and culturally relevant AI tools that promote learning beyond screens.
To ensure the success of AI initiatives, the organisations highlighted the importance of strengthening technological infrastructure. They stressed that reliable internet access and digital devices must be made available to ensure all children can benefit from AI-driven education.
Additionally, they emphasised the need to equip educators with training and resources to effectively integrate AI tools into their teaching practices. This, they noted, would enable teachers to better support students in diverse and challenging environments, ultimately enhancing the quality of education delivered.
“Continuous monitoring and evaluation mechanisms should be implemented to assess the impact of AI in education, ensuring it meets children’s needs and contributes to their holistic development,” they added.
