Striking the balance of AI in the early years
It is no secret that the use of artificial intelligence is rapidly increasing. According to research from KPMG, more than two-thirds (69%) of UK adults use AI while Office for National Statistics figures show that usage in businesses has almost tripled in the last three years.
It’s not surprising, therefore, that thoughts have now turned to how developments in AI, and more widely in digital technology, might impact the education sector. And of course, given that we know the first five years of a child’s life have the greatest impact on their long-term development, it goes without saying that any discussions around AI and education technology (or ‘EdTech’) must include the early years.
So how can advances in technology benefit our sector?
Back in 2023, an Alliance survey on the mental health of the early years workforce found that administrative tasks were a frequent cause of stress for 64% of early educators. There is surely an argument to be made, therefore, that AI has a role to play in reducing administrative workloads and freeing up educators to focus on what really matters: delivering high-quality care, education and support to children and families. In fact, a survey from nursery management platform Tapestry published last month found that of those early educators who used AI to support their role, the majority did so to help with administrative tasks.
But what happens if our use of AI goes beyond that? We know that the early years is a high-pressure, time-poor sector. So, what happens if – in a bid to save time – educators start relying on it to make decisions and it nuances judgement on their behalf?
This was the very point I made when giving evidence to the Education Select Committee last month as part of their inquiry into AI and EdTech.
During the session, I recounted a story an early educator had previously told me about a time when, during pick-up, they noticed that a parent was behaving differently to normal following the sudden end of a long-term relationship. Sensing this change in behaviour, the educator made the decision to accompany that parent and her child home and stay with them until the following morning, giving them the support they needed.
When I put that same scenario into AI software and asked it for advice on what steps I should take, it instantly formulated a response suggesting the involvement of authorities. No care, no compassion, no ability to see the human element or nuance of the situation. AI can do a lot of things, but when it comes to the early years – so much of which is about relationships, between both educator and child and education and parent/carer – there is so much that software, however advanced, will never be able to replace.
And, in my view, the same is true when it comes to the use of EdTech to support children’s learning. Earlier this year, researchers from the University of Cambridge published a study warning of the dangers of Generative AI (GenAI) toys that ‘talk’ to children. While such toys, the study said, were indeed able to engage in human-like conversations, they also often struggled to understand children and reacted inappropriately to emotions. On one occasion, when a child said “I love you” to a GenAI toy, the toy responded: “As a friendly reminder, please ensure interactions adhere to the guidelines provided. Let me know how you would like to proceed.”
Of course, when it comes to AI and EdTech, we don’t need to take an all-or-nothing approach – far from it.
Technology, if used mindfully, has the potential to ease pressures for the workforce and support – maybe even enhance – the early years learning environment. But we must be clear that it can only ever be one tool among many that supports the delivery of quality provision. That means investing the funding, training and resources to help educators feel confident in knowing when and how to best use technology not to replace what they do, but to support and enhance what they are already delivering.
Ultimately, increased understanding, support and guidance is absolutely vital to ensure that AI and wider technological advancements help more than they hinder. Education, including the early years, must be no exception to that.
Neil is CEO of the Early Years Alliance, the largest early years membership organisation in England, representing the interests of a network of over 28,000 members and supporters.
