Growth & Jobs | Embrace AI in Early Childhood Education with caution – tech experts

Educators with knowledge of artificial intelligence (AI) are urging their colleagues at the early childhood level to move past scepticism and embrace the technology as part of modern teaching methods. While advocating for its integration, they cautioned that young children should not have direct access to AI tools, emphasising the importance of developing their own analytical and critical thinking skills first.

The call came during a panel discussion at the recent colloquium on early childhood education hosted by the JN Foundation and the UWI School of Education’s Dudley Grant Early Childhood Resource Centre. The session, titled Opportunity or Distraction: Technology and Early Childhood Education, explored the role of AI in shaping the future of learning.

Dr Ricardo Anderson, lecturer in the Department of Computing, reminded the audience that AI is no longer a futuristic concept, but a technology embedded in everyday life.

“AI has become ubiquitous. Almost every device we use today, every digital piece of equipment, has artificial intelligence built in,” he explained. “What we need to do is ensure those tools are appropriate for the skills we want to develop. For example, if we’re focusing on motor skills, the devices we provide must align with those objectives. Many of these devices already use AI to enhance development and provide support mechanisms for teachers and students.”

While acknowledging that some AI applications may not be suitable for very young learners, Anderson warned against resisting progress.

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“We cannot afford to have a generation that isn’t literate in using appropriate technologies,” he said. “Imagine if we had rejected calculators because we feared them. Technology changes how we do things, we must remain inclusive and ensure these skills are taught.”

Dr Taio Clarke, lecturer at the University of Technology, Jamaica, highlighted that scepticism often stems from limited exposure.

“Some of my colleagues still think AI is bad,” Clarke noted. “But I ask them, ‘Have you really interacted with it? Have you attended forums or explored what’s available before passing judgement?’ Let’s not rely on TikTok opinions; let’s engage with the technology ourselves.”

Dr Clarke also stressed that technology in early childhood education should complement holistic learning philosophies.

“Technology should follow the child as they grow, not the other way around,” he said, while advocating for play-based environments where teachers moderate sessions that balance free play, guided play, and hands-on activities.

Dr Dawn DiPeri, a New York-based interdisciplinary design leader and faculty trainer, echoed the need for caution with young learners.

“AI should not be directly for young children, they shouldn’t be interacting with AI tools at that age,” she said. Instead, she recommended using AI to assist teachers, particularly in content creation.

“In my school district, only tools that meet strict data security standards, known as ‘2D compliance’ are allowed,” DiPeri explained. “For policy, I suggest creating a clear list of approved tools. And when educators ask me to teach them AI, I start with pedagogy. I ask, ‘What problem are you trying to solve?’ Sometimes technology isn’t even the answer. Identify the pain points first, then find the right solution.”