Humanoid robots in childcare—a balancing act between future promise and ethical boundaries

The use of humanoid robots in childcare is no longer the stuff of science fiction. In initial pilot projects, they accompany children as they play, learn, or practice social skills. But the closer robots get to the human development process, the more pressing the questions of ethics, safety, and responsibility become.

At first glance, the opportunities seem enormous: humanoids can take over routines, support children in language acquisition, strengthen inclusive educational settings, or relieve overburdened care systems. They never tire, respond patiently, adapt learning tasks to individual paces, and offer constantly available interaction—particularly exciting in times of skilled labor shortages.

However, children are particularly vulnerable in terms of their perception, ability to form attachments, and identity formation. This is precisely where the risks begin. The greatest ethical challenge is the mixing of social attachment and programmed behavior. How does a child deal with the fact that their seemingly empathetic companion has no feelings? Where does emotional dependence begin, and where does child-friendly support end?

Data security also plays a central role: Humanoids that analyze speech, facial expressions, or movements collect highly sensitive information. Who has access to this information—parents, operators, technology providers? How long is data stored, and for what purpose may it be used?

In addition, there is a risk of a subtle shift in responsibilities. Robots can provide support, but they can never replace the emotional, moral, and developmental psychological responsibility of human caregivers. Too high a degree of automation could impoverish social interactions, which are crucial for empathy, conflict resolution, and relationship building, especially in the early years of life.

Nevertheless, the technology opens up valuable perspectives when used consciously and responsibly. Robots can offer structured support to children with special needs, relieve parents of repetitive learning tasks, or support educational professionals in stressful situations. They can build bridges – but they can never replace pillars.

A clear regulatory and ethical framework is crucial: transparency towards children and parents, strict data protection requirements, clear limits on emotional interaction, and the principle that humanoid care should only be supportive and never replace human care.

Humanoids can become valuable companions – if we see them as tools, not as substitutes for human closeness. The future of childcare remains a deeply human task, supported by technology but underpinned by responsibility and relationships.