Is AI Our Ally in Early Childhood Education? Depends on Who You Ask

As artificial intelligence (AI) continues to integrate into early childhood education, the perspectives of key stakeholders—parents and teachers—play a crucial role in determining its adoption and impact. This study explores public perceptions ofAI’s role in child development, with a focus on privacy concerns, willingness to share personal data, and support for AIin early education. Using survey data from 208 participants across three identity groups (parents, teachers, and the generalpublic), we examine how individual identities influence perceptions about sharing audio data and acquiring personaliza-tion, specifically within early education settings. A core contribution of this research is the examination of gatekeepersaliency, defined as the extent to which an individual’s role as a custodian of a child’s personal data (as a parent or earlyeducator) influences their willingness to share information. Findings reveal that early educators are generally more opento AI implementation in classrooms than parents, who express greater concern over data privacy and the potential risks ofAI personalization. Moreover, parental reluctance to share their child’s data mediates their lower support for AI in earlychildhood education compared to early educators. These results highlight the tension between the perceived benefits of AI-driven learning and the ethical considerations of digital privacy in early childhood settings. Our findings provide criticalinsights for policymakers, educators, and AI developers seeking to balance innovation with responsible data stewardshipin child-centered AI applications.