#80: Is AI Developmentally Appropriate for PreK–2? with Vicki Davis
When a Robot Cries from the Closet
Imagine a class of kindergartners playing joyfully with a small classroom robot. They talk to it, laugh with it, treat it like a friend. But one day, a teacher places the robot in the closet—and the robot starts calling out for help. The children break down in tears.
That’s not fiction. It’s a real experiment that shows just how emotionally tuned in our youngest learners are—and how tricky it is to bring artificial intelligence into their world.
So, is AI developmentally appropriate for PreK–2 classrooms?
Let’s unpack this together.
What Does “Developmentally Appropriate” Even Mean with AI?
In this powerful conversation, veteran educator Vicki Davis shares her insights on how we can think more critically—and compassionately—about introducing AI to young children. It starts with understanding that AI isn’t magic. It doesn’t “think.” It processes, it predicts, it mimics.
And that distinction matters.
Young kids are still learning to distinguish fact from fiction, real from pretend. So we have to be intentional, thoughtful, and incredibly clear when we introduce AI into the classroom. Instead of saying “AI is reading,” we need to explain that “AI is processing” or “AI is uploading.”
We can begin by teaching children that AI is a tool—not a person.
How Teachers Can Use AI Without Overloading Kids with Screens
Let’s be honest: no one in PreK through 2nd grade needs more screen time. But that doesn’t mean AI is off-limits.
Vicki shares creative, low-risk ways to integrate AI that feel aligned with how young children learn:
- AI-enhanced art projects: Kids draw a superhero and use AI to transform it into a vibrant image. Teachers guide them through describing the drawing with vocabulary-rich language.
- Book Creator Portfolios: Use AI-generated images and student dictation to build end-of-year digital books that celebrate creativity and language development.
- Interactive reading tools: Programs like Google Read Along or Reading Progress Coach can give students a chance to practice reading aloud and get feedback—even when an adult isn’t nearby.
These strategies keep the learning hands-on, language-rich, and anchored in real human interaction.
In This Episode, You’ll Discover:
- Why AI doesn’t replace reading—it makes reading more essential.
- Creative ways to introduce AI to young learners without relying on screens.
- The role of teacher language and prompting in guiding AI use.
- Why talking about “inputs,” “outputs,” and “prompts” helps build computational thinking in early grades.
- How to start “turtling” with AI—slow, intentional steps that build teacher confidence.
Bringing It All Together
The real question isn’t whether AI is appropriate for PreK–2 classrooms. It’s how we use it.
If we lead with intention, center human connection, and treat AI as a tool—not a teacher—we can help even our youngest learners engage with this powerful technology in ways that support their development.
We can teach them that language unlocks AI. That words matter. That reading, writing, and speaking aren’t obsolete—they’re foundational.
And that’s a lesson that will serve them for life.
Want More Support? Join The Science of Reading Formula
If you’re ready to take the next step and learn how to integrate tools like AI without losing sight of the science of reading, we invite you to join us inside The Science of Reading Formula.
You’ll find practical strategies, community, and step-by-step guidance to help you make confident instructional choices—with or without AI.
LINKS
Vicki Davis + Cool Cat Teacher Website / Podcast / LinkedIn
Become a Science of Reading Formula member!
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