December 12, 2025
On this occasion, we turn to Tech expert Richard Waite for a refreshingly honest look at how AI can genuinely support your early years practice, over to Richard!
Let’s be honest – the AI conversation in early years is full of extremes.
Either it’s going to revolutionise everything or destroy childhood as we know it.
The reality? It’s a tool. And like any tool, it’s all about how you use it.
I get it. When you hear “AI in early years,” your mind might jump to Children staring at screens all day Robots replacing caring practitioners Parents thinking you’re taking shortcuts Data privacy nightmares
These concerns are valid. They’re also addressable.
The truth is, AI in early years isn’t about putting technology in front of children. It’s about putting time back in your day so you can be more present with them.
Before we dive into practical applications, there’s a crucial distinction we need to understand.
Prof. Suzie Edwards’ research on Digital Technologies & AI identifies two fundamentally different fields:
AI IN Education = AI used directly with learners adaptive learning platforms educational apps with AI features AI tutors and chatbots for students Personalised learning systems that children interact with
AI AND Education = AI supporting educators in their practice Documentation and administrative support Planning and resource creation Communication tools Data organization and analysis
Why this matters: Most of the concerns and anxiety about AI in early years relate to AI IN Education – the idea of AI teaching or interacting directly with young children.
What we’re actually talking about today is AI AND Education using AI to support practitioners so they can be more present, more effective, and less overwhelmed.
This distinction changes everything about the conversation.
Here’s the thing: the best use of AI in early years settings is the stuff nobody sees.
Behind the scenes support (AI AND Education) that genuinely helps Turning your bullet-point observations into coherent learning journey entries suggesting next steps aligned with EYFS framework drafting parent-friendly explanations of development milestones creating differentiated activity variations for diverse learners organising and summarising assessment data, notice what’s missing? Direct interaction with children.
The principle is simple: AI works FOR practitioners, not WITH children.
We all know the reality of early years practice. You spend your day doing what you love being with children, supporting their development, creating magical learning moments.
Then you spend your evening doing paperwork.
AI can’t observe children for you. It can’t build relationships with families. It can’t make professional judgments about development.
But it can help you document what you’ve observed. It can draft that tricky email to parents. It can suggest activity adaptations you might not have thought of.
The result? More time for what matters – being with children.
This is AI AND Education in action – supporting your practice, not replacing it.
Here’s the spoiler: when used appropriately, the research on AI in education is more positive than the headlines suggest.
Studies show:
– Reduced administrative burden leads to improved practitioner wellbeing better documentation supports more informed practice
– Personalised support improves outcomes for diverse learners
– Enhanced communication strengthens parent partnerships
The caveat? “When used appropriately and ethically.”
And here’s the key insight from Prof. Suzie Edwards’ work: Research shows that AI AND Education (supporting practitioners) has fundamentally different implications than AI IN Education (direct use with children).
When we’re clear about which one we’re talking about, many of the concerns naturally fall away.
Understanding the AI IN vs AI AND distinction helps us set clear boundaries:
AI should NOT:
– Replace human observation and interaction make decisions about children’s development
– Be used directly with young children without careful consideration
– Replace your professional judgment – Store sensitive data without proper safeguards
AI SHOULD:
– Support practitioners in administrative tasks (AI AND Education) enhance (not replace) professional practice
– Save time on repetitive tasks provide suggestions that you review and personalise help you work smarter, not harder
Case Study: Documentation Support
A nursery in the Midlands started using AI to help write learning journey summaries. Practitioners would jot down bullet points during the day, then use AI to help structure them into coherent observations in the evening.
The result? Each practitioner saved approximately 3 hours per week. The quality and consistency of observations improved. And most importantly, they felt less stressed about paperwork.
This is AI AND Education – supporting the practitioner’s work, not replacing their professional judgment.
Case Study: Communication Enhancement
A London nursery with highly multilingual families started using AI-assisted translation for parent communications. Not just Google Translate, but thoughtful use of AI to ensure messages were culturally appropriate and clearly understood.
Parent engagement increased by 40%. Families felt more connected. Partnerships strengthened.
Again, AI AND Education – enhancing communication, not replacing the human relationship.
You don’t need a huge budget or technical expertise to get started. Here are some accessible options:
For documentation and planning:
– ChatGPT (free version available) – observation summaries, next steps, activity ideas
– Gamma AI – creating presentations for parent workshops
– NotebookLM – organising research and resources
For communication:
– Google Translate (with AI improvements) – multilingual family support
– Grammarly – professional communication polish
For content creation:
– Canva (free version with AI features) – visual resources and displays various AI art tools creating inclusive, diverse imagery
Start with one. Master it. Then expand if it’s working.
All of these are AI AND Education tools – they support your practice; they don’t interact with children.
Transparency is everything. And the AI IN vs AI AND distinction makes this conversation so much clearer.
What to say:
– “We use AI to help with paperwork, not with your child” “This is what researchers call ‘AI AND Education’ it supports us as practitioners, it doesn’t teach or interact with children”
– “It helps us spend more time doing what matters being with your child” “Your child’s data is protected and secure” “We always review and personalise everything AI suggests, we decide”
Frame it positively: AI = more quality time with their children.
Most parents, when they understand AI is reducing your admin burden rather than replacing your care, are supportive. They want you to have more time with their children too.
The research distinction gives you credibility and clarity in these conversations.
Don’t try to do everything at once. Here’s a realistic approach:
1. Choose ONE administrative task that takes too much time
2. Research one AI AND Education tool that might help with that specific task
3. Try it for 2 weeks
This month evaluate: Did it save time? Maintain quality? Gather feedback from your team – Adjust your approach based on what you learn
This term expand to additional applications if successful
– Document your approach for consistency
– Communicate with parents about your practice
– Share the AI IN vs AI AND distinction with colleagues
Before implementing any AI tool, ask yourself:
– Is this in the child’s best interest?
– Does this enhance or replace human interaction?
– Is data being handled appropriately? Am I maintaining professional judgment? would I be comfortable explaining this to parents? Am I using AI AND Education (supporting practice) not AI IN Education (replacing teaching)?
If you can’t answer yes to all six questions, pause and reconsider.
Common Mistakes to Avoid
❌ Using AI-generated content without reviewing it
❌ Relying on AI for developmental assessments
❌ Sharing sensitive data with unsecured platforms
❌ Implementing too much too fast
❌ Not involving your team in decisions
❌ Confusing AI IN Education with AI AND Education
✓ Review everything
✓ Use AI as a support tool only
✓ Protect data rigorously
✓ Start small and scale gradually
✓ Make it collaborative
✓ Focus on AI AND Education approaches
AI in early years isn’t about being cutting-edge for the sake of it. It’s not about replacing the heart of what we do. And it’s definitely not about adding more to your already full plate.
It’s about AI AND Education working smarter, not harder. Having more time for children. Supporting quality practice sustainably.
The conversation about AI in early years needs balance. Not hype. Not fear. Just honest exploration of how technology can support (not replace) excellent practice.
And thanks to researchers like Prof. Suzie Edwards, we now have a clear framework for understanding exactly what we’re talking about when we say, “AI in early years.”
About the author
Richard Waite Early Years Digital Technology Advisor and Founder of Waite.EYTS. He brings 38 years of hands-on experience in Early Years Care & Education, combining deep sector knowledge with practical technology expertise. As the founder of Waite.EYTS (Early Years Technology Services), he specialises in helping nurseries navigate the intersection of child development and digital innovation.
