A new opinion piece argues that AI’s growing role in early childhood learning and caregiving raises ethical concerns that go beyond technology design. The author points to the spread of AI voice assistants and tutoring tools that simulate warmth, answer questions, and provide feedback—often with limited attention to what human relationships uniquely provide. The piece centers on findings from developmental neuroscience, describing early brain development as shaped by responsive “serve-and-return” interactions between caregivers and children, a framework associated with work from the Harvard Center on the Developing Child. While the argument acknowledges that digital tools can support learning, it maintains that AI can’t form attachment bonds in the way human caregivers and educators do. The focus is not on rejecting tools outright but on defining what responsibilities should remain rooted in human presence. For education leaders, the framing underscores how AI integration in schools is increasingly pulling institutions toward questions of pedagogy and developmental appropriateness, not just learning outcomes.