Conference Program

Digital transformation has reshaped every domain of society—including early childhood education (ECE). While digital tools such as microscopes, cameras, and projectors have long been part of preschool pedagogy, the rise of artificial intelligence (AI) presents a new paradigm. Unlike passive tools, AI systems—especially those equipped with large language models (LLMs) or moral reasoning capabilities—act with a degree of autonomy and influence that raises unique ethical, cognitive, and cultural concerns (Floridi, 2018). A child’s interaction with AI becomes a meeting of intelligences: one intuitive, flexible, and embodied; the other logical, predictive, and coded.

This intersection becomes particularly critical in early education, a period marked by intense neurological, emotional, and relational development. The introduction of AI at this stage—through storytelling robots, personalized books, or emotion recognition systems—requires careful scrutiny not just in terms of safety and efficiency but in light of deeper philosophical and developmental assumptions. From an intentional-anthropological perspective, the child must be understood as a person–body unity structured by intentionality rather than reducible to computational cognition (Basti, 2012). Are these tools supporting or replacing relational bonds? Are they fostering exploration or reinforcing algorithmic conformity?

Moreover, AI technologies are not culturally neutral. Large language models, for instance, are often trained on data that reflect dominant languages and value systems. A striking example: 93% of GPT-3’s training data was in English, raising concerns about embedded cultural bias and value conflict (Johnson et al., 2022). Such imbalances risk marginalizing multilingual children or misrepresenting cultural values in non-western contexts.

Despite these risks, professional standards for ECE educators rarely include training in AI ethics or digital governance. As a result, there is a growing gap between technological innovation and regulatory readiness. The prospect of Moral Artificial Agents (MAAs)—autonomous systems capable of ethical decision-making—further complicates the picture, requiring a shift in governance from technical oversight to ethical discernment.

To respond to these challenges, this contribution proposes a foundational rethinking of educational governance in light of AI. We argue that any integration of AI in early childhood must begin by revisiting the anthropological assumptions that underlie our systems: What is our image of the child? What kind of person do we believe the child is? Drawing from the dual anthropology developed in Italian pedagogical and legal traditions, and from the relational conception of the child articulated in the Reggio Emilia approach (Malaguzzi, 1998), we offer a framework for ethical AI governance grounded in intentionality, relationality, and human dignity.

I begin by outlining three major anthropological problems that shape educational models: the mind–body relationship, the role of community, and the ultimate purpose of education. I then explore the ethical and cognitive challenges of AI integration, propose Reggio Emilia as a relational countermodel, and conclude with governance recommendations.

This contribution aims to bridge philosophical anthropology, neuroscientific insight, and concrete policy proposals—offering a vision for AI integration that enhances the humanity of the child. In this sense, educational AI governance must aim to safeguard and promote the child’s right to flourish, understood as the full realization of human potential.