Educators knowledgeable about artificial intelligence (AI) are advocating for early childhood educators to overcome skepticism and integrate the technology into modern teaching methods. This call to action came during a panel discussion titled “Opportunity or Distraction: Technology and Early Childhood Education,” hosted by the JN Foundation and the UWI School of Education’s Dudley Grant Early Childhood Resource Centre. While promoting AI’s integration, the experts emphasized that young children should not interact directly with AI tools, highlighting the need for them to develop their own analytical and critical thinking skills first.
Dr. Ricardo Anderson, a lecturer in the Department of Computing, underscored the reality that AI is no longer a futuristic concept but a technology woven into the fabric of everyday life. “AI has become ubiquitous. Almost every device we use today, every digital piece of equipment, has artificial intelligence built in,” he stated. Dr. Anderson urged educators to ensure that the tools employed in classrooms are appropriate for the skills they aim to cultivate. He cited that devices should align with developmental goals, such as enhancing motor skills, while also offering support mechanisms for teachers and students.
While acknowledging that some AI applications may not suit very young learners, Anderson cautioned against resisting technological advancement. “We cannot afford to have a generation that isn’t literate in using appropriate technologies,” he remarked. He drew a parallel to the historical skepticism surrounding calculators, advocating for inclusivity in teaching technological skills.
Dr. Taio Clarke, a lecturer at the University of Technology, Jamaica, pointed out that skepticism often arises from a lack of exposure to the technology. “Some of my colleagues still think AI is bad,” he observed. “But I ask them, ‘Have you really interacted with it? Have you attended forums or explored what’s available before passing judgement?’” He called for educators to engage with AI rather than rely on superficial opinions often propagated through social media platforms.
Dr. Clarke further emphasized that technology should complement holistic learning philosophies in early childhood education. “Technology should follow the child as they grow, not the other way around,” he stressed, advocating for play-based environments where teachers facilitate a balance between free play, guided play, and hands-on activities.
Dr. Dawn DiPeri, an interdisciplinary design leader and faculty trainer from New York, echoed the need for caution regarding young learners’ interaction with AI. “AI should not be directly for young children; they shouldn’t be interacting with AI tools at that age,” she argued. Instead, she proposed leveraging AI to assist educators, particularly in content creation, reinforcing the notion that the technology should serve educational needs rather than dictate them.
“In my school district, only tools that meet strict data security standards, known as ‘2D compliance,’ are allowed,” DiPeri explained. She recommended establishing a clear list of approved tools for educators and emphasized the importance of starting with pedagogy when discussing AI. “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,” she advised.
The discussion highlighted a growing recognition among educators that while AI offers significant potential to enhance learning, its implementation in early childhood education must be approached with caution. The expert consensus underscored the importance of developing critical thinking and analytical skills in children before they engage with AI technologies directly. As the educational landscape continues to evolve, fostering a balanced integration of technology into early learning environments will be crucial in preparing the next generation for a future increasingly influenced by AI.
See also
Irish Universities Report 416 AI Cheating Cases; UCC and Galway Lead in Data Collection
Carmel Valley Test Prep’s AI Solver Achieves Perfect SAT Practice Test Score
Elice Group Secures $8.8M for AI in Manufacturing After Education Policy Change in Korea
Weskill Launches Wena AI, India’s First Fully Autonomous Education System, on Dec 25, 2025
Yotta Partners with GGSIPU to Launch AI-Enabled Education Model for 200,000 Students
