AI in Early Years Education: A Tool to Enhance, Not Replace

AI in Early Education: A Tool, Not a Threat.

If you’ve been online (or opened a paper, listened to the radio, or have been awake) in the past few years you’ve probably heard of AI and its seemingly relentless rise in popularity in almost every sector. The Early Years education sector is no exception as findings from our most recent survey show that a third of respondents have used AI in some way to support them at work.

Now, before we all start imagining new-age nurseries where hologrammatic children interact with their AI-powered cybernetic practitioners, it’s important to remember that AI is just a tool like any other. It’s no different from your online register, your accounting software, or your email account.

Use it (or don’t) to make your life easier.

And, according to our Tapestry 2025 survey findings, that is what most people are doing. 72% of respondents are using AI "to help with admin".

AI cannot imitate or replace the fundamental skills of an early years professional – the ability to form and foster emotional connection, their professional judgement, and their creativity - to name only a few!

Enhancing Practice Through AI Time-Saving Tools

The use of AI appears to be growing with already a third of our survey respondents actively using it in their working day. Most of these respondents (73%) are using it mainly to help with admin tasks. Using it for this purpose can have a positive effect on children in the long run; the less time practitioners need to spend doing admin, the more time they can spend with children doing the things that matter: observing, responding to children’s needs and interests through play, and communicating with families. 

I think we would all agree that educator expertise is irreplaceable. Some of the cornerstone aspects of the early years - relational pedagogy, observational assessment, empathy, adapting to each child as an individual, being a role model - simply cannot be replicated by AI. As technologist and Early Years expert Richard Waite adds:

"AI is not about replacing educators - it’s about enhancing their role, freeing up valuable time, and providing new insights to better support every child. However, the growing presence of AI brings both exciting opportunities and important challenges."

Addressing Educator Concerns About AI

Challenges and concerns around AI are not to be overlooked and are definitely on the minds of some early years practitioners. The survey highlighted a number of them including not feeling AI is relevant and being cautious of the information it can provide. Tapestry Education Advisor, Ben Case says:

"It’s essential that concerns around reliability and data security are addressed, and early years educators need proper training and support to harness AI effectively."

A Shared Vision for the Future of AI in Early Years

This survey and Ofsted’s recent review agree that more research into the use of AI in education is needed. But now is the perfect time for educators to establish a shared vision for AI, so they can guide it’s continued use. For example:

• It needs to be educator-led and geared towards one purpose: supporting the learning and development of children.
• It needs to be easy to use, safe, reliable and secure.
• Proper training must be provided.

The potential of AI is huge, but it’s use needs to stay grounded in the classroom and focussed on supporting children whilst always leaving the final decision to the educator. If it does then AI could soon support your assessment accuracy, help with engaging families, identify patterns of learning and support, help manage your setting, and more.

Conclusion

Early Years professionals seem open and optimistic about AI when it is enhancing their role and not encroaching on it. AI has the potential to be an incredibly powerful tool for educators, but its use requires more research and its application requires a shared set of expectations which are rooted in the positive impact it can have on children’s lives and on the vital role of the educator.

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