《学前教育法》视域下学前儿童数字权益保障与数字化履职边界的法律规制

Legal Regulation of Preschool Children’s Digital Rights Protection and the Boundaries of Digital Responsibilities under the Preschool Education Law

摘要: 在教育数字化转型与人工智能深度融入教育背景下，学前教育作为终身教育的根基，正迎来技术赋能与法治治理的双重重塑。《中华人民共和国学前教育法》的实施，确立了学前教育公益普惠与儿童利益最大的法律原则。然而，智慧校园建设、教育大数据应用及算法推荐在学前场景的应用，也衍生出学前儿童数字发展权受阻、敏感个人信息过度采集、隐私侵权及教师数字化履职边界不清等法治困境。本文基于法律规范体系，剖析了学前儿童数字发展权与信息隐私权保障的法理逻辑，揭示了学前数字化场景中知情同意规则失灵、最小必要原则界定模糊及教师数字履职法律责任缺位的现实问题。研究提出，应以《学前教育法》为核心，构建学前儿童数字权益的法治保障体系，细化“教育 + 数字化”场景下教师履职的规范，强化平台与学前教育机构的合规监管，实现技术赋能与儿童权益保护的动态平衡。

Abstract: In the context of educational digital transformation and AI integration, preschool education faces dual reshaping of technological empowerment and rule-of-law governance. The implementation of the Preschool Education Law establishes legal principles of public welfare, inclusiveness, and the best interests of the child. However, smart campus construction, educational big data, and algorithmic recommendation in preschool settings bring legal dilemmas such as hindered digital development rights, over-collection of sensitive personal information, privacy infringement, and vague boundaries of teachers’ digital conduct. Based on the framework of legal norms, this paper analyzes the legal logic of protecting young children’s digital development and privacy rights, exposing problems such as failure of informed consent, ambiguity in minimum necessity criteria, and lack of accountability in teachers’ digital duties. The study proposes that the Preschool Education Law should serve as the core for establishing a legal protection system for young children’s digital rights, refine the norms for teachers’ performance of duties in the context of “education + digitalization”, strengthen compliance supervision over platforms and preschool education institutions, and achieve a dynamic balance between technology-enabled empowerment and the protection of children’s rights and interests.