AI in Early Education: Risks and Rewards for Parents to Consider

The use of artificial intelligence (AI) in early childhood education is on the rise, with numerous developers creating programs that pledge to engage young children in learning essential skills. These programmes, such as Funexpected Math or Ello, are readily available online, offering parents the opportunity to utilise advanced computer automation to educate their children in an enjoyable and captivating manner.

However, the proliferation of AI in early education has given rise to concerns among education researchers and policymakers. A recent report from the Office of the Privacy Commissioner of Canada and the standards-developer CSA Group emphasised the lack of recognition for children’s privacy rights and unique needs in the development of AI programmes for education. The report underscored the necessity for policies to prioritise the well-being and safety of children using AI technology.

Elizabeth Adams, co-founder of the AI-powered programme Ello, expressed concerns about the haste with which developers are creating and launching AI products for children without the necessary educational approach. She emphasised the importance of creating safe and meaningful experiences for children using AI technology, highlighting the need for built-in features that allow users to opt out of sharing different types of data.

Despite these concerns, some experts argue that AI is not inherently good or bad for adults or children. Ron Darvin, an assistant professor at UBC specialising in digital learning and literacy, emphasised the need for digital literacy in understanding the principles behind AI technology. He stated that the real issue is not just using AI tools but understanding how they work and their impact on human empowerment.

Furthermore, concerns were raised regarding the privacy implications of AI technology in early education. Ron Darvin pointed out that AI programmes might have the potential to record voices and read facial expressions, raising questions about data privacy and security for children using these programmes.

In addition, while AI programmes offer innovative ways to engage children in learning, they cannot replace the value of in-person learning. LittleLit co-founder Dipti Bhide highlighted the importance of face-to-face interaction with teachers and parents, emphasising the irreplaceable role they play in a child’s educational development.

Christine Korol, a psychologist at BC Children’s Hospital, echoed this sentiment, stating that decades of research have shown the benefits of child-parent book interactions in improving children’s interest and motivation to read. She emphasised the value of spending quality time with children, laughing at stories, and bringing a personal touch to the learning experience.

In conclusion, while AI technology presents exciting possibilities for early childhood education, parents should carefully consider the risks and rewards associated with using these programmes. Digital literacy, data privacy, and the irreplaceable value of in-person learning are essential factors to consider when integrating AI into children’s education. As the AI landscape continues to evolve, it is crucial for parents to remain informed and engaged in their children’s educational journey.