Asking questions about the use of AI in early childhood education: Creating your AI policy

At Storypark we believe that when it comes to AI, it's important to think carefully about how and why to use it, and what role it should and shouldn't play. We've developed a set of AI principles that guide every decision we make. We're also interested in understanding how leaders in early childhood education (ECE) are thinking about AI, and how they are making decisions around its use.

To help us explore this topic, we asked leaders in the ECE sector questions to understand their current thinking and approaches. This is part one of a two-part series. In part one we speak with Bernadette Keating, CEO of PLASP Child Care Services in Ontario, Canada. In part two we speak with Jamie McDonald, CEO of Care for Kids in Australia.

Background

PLASP Child Care Services is one of the largest non-profit child care providers in Canada, serving over 20,000 children and their families across the Greater Toronto Area. With a commitment to high-quality, inclusive care, PLASP operates over 220 child care programs within Toronto District School Board (TDSB) and Peel District School Board (PDSB) schools.

As CEO, Bernadette Keating leads the strategic direction of PLASP, guiding its mission to provide affordable, accessible, and exceptional early learning experiences. With a deep passion for child development and a forward-thinking approach to education, Bernadette is dedicated to fostering environments where every child can thrive.

How are you currently thinking about AI in ECE, and how is your organisation approaching its use?

Our approach to AI in ECE is one of cautious optimism. We recognise the potential of AI to enhance administrative efficiency and support educators, but we are equally mindful of its limitations and the ethical considerations involved, especially when it comes to working with young children.

At PLASP, we are in the early stages of exploring AI applications, focusing on areas where it can genuinely add value without compromising the human-centred nature of early childhood education. For example, we are looking at how AI tools might help with administrative tasks, like documentation and reporting, which would free up more time for educators to focus on meaningful interactions with children.

However, we are cautious about the use of AI in more direct child-facing applications. We believe that the relationships between educators and children are the cornerstone of quality early learning, and we are concerned that over-reliance on AI could undermine these relationships.

What are the key questions you are asking about AI before adopting any new tools?

Before adopting any new AI tools, we are asking several critical questions:

• What problem are we trying to solve? We want to ensure that AI is addressing a real need, not just adopting technology for its own sake.
• How does this tool protect children's privacy and data? Given the sensitive nature of the information we handle, data security and privacy are paramount.
• What are the potential biases or limitations of the AI? We need to understand the risks of using AI, particularly in ways that could affect children and families.
• How will this tool impact the role of educators? We are committed to ensuring that AI supports, rather than replaces, the human elements of early childhood education.
• What is the evidence base for this tool? We want to see research and evidence that supports the efficacy and safety of any AI tool we consider using.

How do you see AI changing the role of educators in early childhood settings?

AI has the potential to change the role of educators in several ways, but we believe that the core of early childhood education — nurturing relationships, responsive interactions, and individualised support — will remain fundamentally human.

That said, AI could free educators from some of the more time-consuming administrative tasks, allowing them to focus more on direct interactions with children. For example, AI could help with documentation, tracking children's progress, or communicating with families, giving educators more time to be present and engaged in the classroom.

However, we are also aware of the risk that AI could be used to monitor or evaluate educators in ways that could be counterproductive or even harmful. We are committed to ensuring that any use of AI in our organisation supports and empowers educators, rather than undermining their professional judgment or autonomy.

What advice would you give to other ECE leaders who are just starting to think about AI?

My advice to other ECE leaders would be to approach AI with a critical and thoughtful lens. Here are a few key points to consider:

• Start with your values: Before exploring any AI tools, make sure you have a clear understanding of your organisation's values and how AI aligns with them. Your values should guide every decision you make about AI.
• Engage your team: Involve educators, administrators, and other stakeholders in conversations about AI. Their insights and concerns are invaluable in shaping a thoughtful approach.
• Be sceptical: Don't be swayed by hype. Ask tough questions and demand evidence before adopting any AI tools.
• Prioritise children's wellbeing: Always keep the wellbeing of children at the centre of any decisions you make about AI. If an AI tool doesn't clearly benefit children, it probably isn't worth adopting.
• Stay informed: The AI landscape is evolving rapidly. Stay informed about developments in AI, particularly as they relate to ECE, so you can make informed decisions.

In summary, AI has the potential to offer some benefits in ECE, but it's important to approach it with caution, critical thinking, and a clear focus on the values and relationships that are at the heart of quality early childhood education.