The uses of generative artificial intelligence (GenAI) and large language models (LLMs) is of increasing interest in early childhood education (ECE). However, a recent step-change in the uptake of such technologies is giving rise to ever-more questions of the ethics and professional consequences of using all kinds of technologies in ECE. Furthermore, new possibilities and implications for teachers’ work are emerging, including in assessment. This article poses questions about the uses of GenAI technologies in the context of narrative assessment as learning stories in Aotearoa New Zealand ECE. We prompt and analyse a LLM-generated learning story to think about the utility of such tools if they are used for assessment purposes in the context of Te Whāriki.