You might have heard that Storypark has been thinking a lot about artificial intelligence (AI) and its place in early childhood education lately. If the conversations we’ve been having and the discussions we’ve been seeing across the sector are anything to go by, you are too!
With the pace that AI has leapt forward over the past year, you might be feeling overwhelmed by how prevalent it is all of a sudden. Alleviating some of that pressure is the important reminder that, “in the midst of the technological hype, we [still] need critical thinking, shared thoughts, imagination and accuracy.”
So in the spirit of talking about the elephant in the room, in this post, we’re looking at common concerns from the sector about the use of AI in early childhood education. Our considered approach to AI means we aren’t afraid to ask and examine your questions about the ways technology should be used.
We’re also keeping in mind that it can be very tempting to simply label any new technological innovation as ‘good’ or ‘bad,’ minimising the large role we have in choosing not only if we want to use new technology but also how we use it.
Before we dive in, what do we even mean when we talk about artificial intelligence? Images of robots and glowing brains abound but give us a pretty unhelpful idea of what AI actually is. The team at the non-profit Better Images of AI say it best, pointing out, “it is curious (and harmful) how images associated with artificial intelligence (AI) in education so inaccurately represent what is actually happening with regard to the insertion of these technologies…in almost every school in the world. AI is not a technology that can be ‘touched.’ Instead, it is a resource that is present in the programming of the systems we use in an invisible, intangible way.”
We take artificial intelligence to be an umbrella term for a number of technologies that can generate content from an input. It can be capable of inferring context where little or none is provided. As well as the well-known generative AI models (like ChatGPT), AI also covers machine learning based models that can enable pattern recognition (for use in areas like fraud detection) or image recognition.
Now let’s dive into some of the common concerns about AI that we’ve been hearing.
Concern One: Using AI means educators don’t do their job properly
When we zoom in on AI assistance with documentation, assessment and planning, it’s possible that the time saving realities could be equated with corner cutting and the absence of the educator. However, taking a step back we’re reminded of these truths:
- Most aspects of early childhood education are highly relational and are enhanced through daily interaction
- Educators hold an unparalleled depth of knowledge about each child, their family, cultural values, goals and aspirations, and links to prior learning
- Attentive observation and reflective documentation can contribute to and deepen educators’ understanding of children
These truths cannot be replaced by AI. However, we believe that it is possible for AI tools to assist educators particularly when coupled with mindful selection of the tools we choose to use in ECE. When using AI tools created to champion quality practice in early childhood education, Storypark CEO Jamie McDonald insists they should “enable you to do and understand more, in less time, without compromise.”
Concern Two: Short term use of AI devalues educators, and in the long term will eliminate their jobs
On one end of the spectrum, it’s been touted in some spaces that AI is coming for our jobs. However, regarding the role of AI in educational settings in a recent survey 60% of educators envisaged, “AI will be used more widely, but not as a central component.” Perhaps it’s with the understanding that at each stage we have the agency to decide which applications to our practice AI will assist us best.
If we take a ‘technology-first’ approach, only focusing on the implementation of AI, it’s possible to imagine a world where educators’ roles could be minimised or even replaced. Yet, it’s notable that the approach that has always worked best in ECE is to spend time deeply understanding problems and challenges first. Only then can you consider what range of tools could help in addressing them, which might include technology like AI. Dr Ng Pak Tee from the National Institute of Education in Singapore offers a refreshing perspective, “paradoxically, the more we use AI in education, the more important the human teacher will become.”
In order to make thoughtful decisions about AI use, we need to lean in and learn about the novel and innovative ways AI can assist our practice in ECE, with the goal of leveraging the technology to create better outcomes for children, rather than technology for technology’s sake.
Concern Three: AI results in inauthentic, ‘artificial’ documentation
The adoption of any tool in an ECE setting shouldn’t be taken lightly and the concern around protecting the integrity of documentation is valid.
Current struggles around documentation mean some teachers receive limited actionable feedback to improve their practice, particularly where mentors are time poor and stretched in the vital work they do in the life of their centre.
Where AI can shine is in assisting educators with documentation, helping them to hone their craft, introducing new concepts or ideas and supporting the work of existing mentors. This is however where a considered approach to the use of AI including the implementation of an AI policy at any ECE organisation or service is key. Not all AI tools are created equal, and examples of children’s authentic voices being rewritten by AI and the erasure of educators’ unique voices and insight are, at the very least, concerning.
Considered use of AI in documentation is important, set out by an AI policy and agreed to by your teaching team. Where the intent for its usage is clear and has team buy-in, issues of inauthentic, ‘artificial’ documentation can be prevented. Similarly, education around best practice use of AI is key, this can include understanding effective prompting (that is providing AI with specific instructions or queries) in order to receive quality feedback and support from AI tools. AI for Education has produced some great free resources to support educators in ethical and considered use of AI.
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At Storypark, we’re committed to investigating the potential of any tools that can help us tackle the big challenges the sector faces. As our CEO Jamie advocates, “at the end of the day, it’s about creating better outcomes for children, educators, and communities.”
Have thoughts? We’d love to understand how we can all be good reflective practitioners of AI use, let us know in the comments below.
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