The European Educational Researcher

Children, Rights and Algorithms in the Age of Generative AI

The European Educational Researcher, Online-First Articles, pp. 1-6
OPEN ACCESS VIEWS: 116 DOWNLOADS: 161 Publication date: 15 Jun 2025
ABSTRACT
---
KEYWORDS
---
CITATION (APA)
Garcia-Peinado, R. (2024). Children, Rights and Algorithms in the Age of Generative AI. The European Educational Researcher. https://doi.org/10.31757/euer.821
REFERENCES
  1. Chen, S., & Zhang, S. Y. (2019). Research on parents' expectation for Puhui private kindergarten. Literature Materials, 25, 168-171
  2. Chen, J. J., & Lin, J. C. (2023). Artificial intelligence as a double-edged sword: Wielding the POWER principles to maximize its positive effects and minimize its negative effects. Contemporary Issues in Early Childhood, 146394912311698. https://doi.org/10.1177/14639491231169813
  3. Dahl, M., Magesh, V., Suzgun, M., & E Ho, D. (2024). Large Legal Fictions: Profiling Legal Hallucinations in Large Language Models, Journal of Legal Analysis, Volume 16, Issue 1, 2024, Pages 64–93, https://doi.org/10.1093/jla/laae003 doi:10.48550/ARXIV.2401.01301.
  4. Dijkstra, R., Zülküf, G., Subhradeep, K., & Kamps, J. (2022). Reading comprehension quiz generation using Generative Pre-trained Transformers. En S. Sosnovsky, P. Brusilovsky y A. Lan (Eds.), Proceedings of the Fourth International Workshop on Intelligent Textbooks 2022: co-located with 23. rd International Conference on Artificial Intelligence in Education (AIED 2022). Durham, UK, july 27 (pp. 4-17). (CEUR Workshop Proceedings; Vol. 3192). CEUR-WS. http://ceur-ws.org/Vol-3192/itb22_p1_full5439.pdf
  5. Fjeld, J., Achten, N., Hilligoss, H., Nagy, A., & Srikumar, M. (2020). “Principled Artificial Intelligence: Mapping Consensus in Ethical and Rights-Based Approaches to Principles for AI,” January. https://dash.harvard.edu/handle/1/42160420.
  6. Firmino Pinto, S. (2024). AI Friend? Risks, Implications, and Recommendations on Generative AI for Children. Dissertation. https://www.researchgate.net/publication/385212435_AI_Friend_Risks_Implications_and_Recommendations_on_Generative_AI_for_Children
  7. Fosch-Villaronga, E., Van Der Hof, S., Lutz, C. & Tamò-Larrieux, A. (2023). “Toy Story or Children's Story? Putting Children and Their Rights at the Forefront of the Artificial Intelligence Revolution.” AI & SOCIETY 38 (1): 133–52. doi:10.1007/s00146-021-01295-w.
  8. Giannini, S. (2023). Reflections on generative AI and the future of education. In UNESDOC digital library. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000385877
  9. Henderson, P., Hashimoto, T. & Lemley, M. (2023). “Where’s the Liability in Harmful AI Speech?” Journal of Free Speech Law doi:10.48550/ARXIV.2308.04635.
  10. Holmes, W., Persson, J., Chounta, I-A.Wasson, B. & Dimitrova, V. (2022). Artificial Intelligence and Education: A Critical View through the Lens of Human Rights, Democracy and the Rule of Law. Strasbourg: Council of Europe.
  11. Hooper, L., Livingstone, S. & Pothong, K. (2022). “Problems with Data Governance in UK Schools: The Cases of Google Classroom and ClassDojo.” Digital Futures Commission, 5Rights Foundation, August. https://digitalfuturescommission.org.uk/wp-content/uploads/2022/08/Problems-with-data-governance-in-UK-schools.pdf(open in a new window).
  12. Jeon, J. & Lee, S. (2023) Large language models in Education: A focus on the complementary relationship between human teachers and ChatGPT. Educ. Inf. Technol. 2023, 28, 15873–15892.
  13. Lo, L. S. (2023). The CLEAR path: A framework for enhancing information literacy through prompt engineering. The Journal of Academic Librarianship, 49(4), 102720.
  14. Luo, W., He, H., Liu, J., Berson, I. R., Berson, M. J., Zhou, Y., & Li, H. (2024). Aladdin's genie or Pandora's box for early childhood education? Experts chat on the roles, challenges, and developments of ChatGPT. Early Education and Development, 35(1), 96–113. https://doi.org/10.1080/10409289.2023.2214181
  15. Mahomed, S., Aitken, M., Atabey, A., Wong, J., & Briggs, M. (2023) AI, Children’s Rights, & Wellbeing: Transnational Frameworks: Mapping 13 Frameworks at the Intersections of Data-Intensive Technologies, Children’s Rights, and Wellbeing. The Alan Turing Institute.
  16. Navigli, R., Conia, S., & Ross, B. (2023). Biases in large language models: Origins, inventory, and discussion. Journal of Data and Information Quality, 15(2), 10:1–10:21. https://doi.org/10.1145/3597307
  17. OFCOM UK. 2023. “Gen Z Driving Early Adoption of Gen AI, Our Latest Research Shows.” Ofcom. November 28. https://www.ofcom.org.uk/news-centre/2023/gen-z-driving-early-adoption-of-gen-ai.
  18. Organización de las Naciones Unidas (ONU) (1948). Asamblea General, Resolución 217A (III), Declaración Universal de Derechos Humanos, (DUDH) A/RES/217(III) (10 de diciembre de 1948), https://www. un
  19. ONU (1989). Asamblea General, Convención sobre los Derechos del Niño, United Nations, Treaty Series, vol. 1577, p. 3, 20 noviembre 1989, https://www.refworld.org/es/leg/trat/agonu/1989/es/18815
  20. ONU (2022). Departamento de Asuntos Económicos y Sociales de las Naciones Unidas. Objetivo de Desarrollo Sostenible 4. En Garantizar una educación de calidad inclusiva y equitativa y promover oportunidades de aprendizaje permanente para todos; Naciones Unidas: Nueva York, NY, EE. UU., 2022
  21. Pomeroy, R. (2022). The promises and perils of AI - Stuart Russell on Radio Davos https://www.weforum.org/stories/2022/01/artificial-intelligence-stuart-russell-radio-davos/
  22. Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Computers and Education: Artificial Intelligence, 3, 100049. https://doi.org/10.1016/j.caeai.2022.100049
  23. Su & Yang. (2023). Unlocking the power of chat-GPT: A framework for applying generative AI in education. ECNU Review of Education, 6, 355–366. https://doi.org/10.1177/20965311231168423
  24. UK ICO. 2024. Age-Appropriate Design: A Code of Practice for Online Services. February 8. https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/childrens-information/children s-code-guidance-and-resources/age-appropriate-design-a-code-of-practice-for-online-services/.
  25. UNESCO, 2021. https://www.unesco.org/es/artificial-intelligence/recommendation-ethics
  26. Wang, G., Zhao, J., Van Kleek, M., & Shadbolt, N. (2022). “Informing Age-Appropriate AI: Examining Principles and Practices of AI for Children.” In CHI Conference on Human Factors in Computing Systems, 1–29. New Orleans LA USA: ACM. doi:10.1145/3491102.3502057.
  27. Wang, G., Sun, K., Atabey, A., Pothong, K., C. Lin, G., Zhao, J., & Yip, J. (2023). “Child-Centered AI Design: Definition, Operation, and Considerations.” In Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, 1–6. CHI EA ’23. New York, NY, USA: Association for Computing Machinery. doi:10.1145/3544549.3573821.
  28. Williams R., Park H. W., Oh L., & Breazeal C. (2019). Popbots: Designing an artificial intelligence curriculum for early childhood education. In Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 33, No. 01, pp. 9729–9736), Washington, DC. Publications Manager AAAI
  29. Xie, S., & Li, H. (2020). Accessibility, affordability, accountability, sustainability and social justice of early childhood education in China: A case study of Shenzhen. Children & Youth Services Review, 118, 118. https://doi.org/10.1016/j.childyouth.2020.105359
  30. Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Computers and Education: Artificial Intelligence, 3(5),100061. https://doi.org/10.1016/j.caeai.2022.100061
  31. Zimmerman, A., Janhonen, J. & Beer, E. (2023). “Human/AI Relationships: Challenges, Downsides, and Impacts on Human/Human Relationships.” AI and Ethics, October. doi:10.1007/s43681-023-00348-8.
LICENSE
Creative Commons License