Preschool Teachers and Generative Artificial Intelligence (AI): An Emerging Landscape

Generative artificial intelligence (AI) holds transformative potential for education, but its adoption in preschools has remained relatively low. According to recent research from the nonprofit think tank RAND, preschool teachers trail their counterparts in higher grades when it comes to using generative AI in their classrooms. Yet, these early educators are beginning to embrace this technology, albeit cautiously, often without explicit guidance on best practices.

Current Usage Trends

Around 29% of preschool educators report utilizing generative AI tools in their classrooms. However, it’s noteworthy that 20% of these teachers use such technologies less than once a week. In stark contrast, 69% of high school teachers have incorporated generative AI into their teaching, along with 64% of middle school teachers and 42% of elementary school educators. This pronounced gap raises questions about the potential hurdles and pathways for generative AI adoption in early childhood education.

Developmental Concerns

One of the principal concerns surrounding AI use among preschoolers is developmentally appropriateness. Teachers have expressed worries that too much exposure to technology, particularly personal devices like iPads, could detract from crucial communication and social skills development. Jordy Berne, associate economist at RAND, emphasizes these apprehensions regarding how increased screen time may undermine the human interactions necessary for nurturing social skills in young children.

“It raises the question of how AI use is going to evolve in pre-K,” Berne reflected. He indicated that further research is needed to determine whether the ongoing adoption of AI will lead to beneficial applications—or if it will highlight detrimental effects on children’s development.

Technology Application in the Classroom

Despite the trepidation around generative AI, preschool teachers are not entirely disengaged from technology. The RAND study, dubbed the Spring 2025 American Public School Pre-K Teacher Survey, interrogated a variety of educational technology applications. Nearly 98% of the surveyed preschool teachers reported using online video or audio resources with their students, with 92% accessing these tools either daily or weekly. Many educators find these resources valuable for providing necessary breaks between lessons or for engaging children through dance and movement.

The study also highlighted that around 77% of preschool teachers regularly use interactive whiteboards, largely due to their visual stimulus and tactile nature. Researchers speculate that the familiarity of these tools—having been in education for over a decade—contributes to their high usage. Such interactive tools promote socialization in group settings, distinguishing them from more solitary screen-based activities.

Digital Learning Experiences

Roughly 64% of preschools incorporate electronic device-enabled games, while 37% utilize digital educational programs. Although this represents the lowest uptake among K-12 educators, those who employ digital programs often find them particularly impactful for students learning English as a second language or those with disabilities.

The Reality of Edtech Training

Despite the integration of various educational technologies, a significant discomfort looms in the realm of assessing these tools. While 70% of preschool teachers reported receiving training in using edtech, fewer than 40% received instruction on how to evaluate the quality of these products. This disparity raises concerns about the “critical gap” between familiarity and competence, casting a shadow of uncertainty over what constitutes valuable educational experiences for children.

Communication with Families

An impressive 82% of preschool educators utilize technology platforms for communicating with families, with 75% using these tools at least weekly. The majority of teachers believe that educational technology can facilitate more effective family communication, underscoring the importance of parental engagement in early childhood education. Additionally, 83% of teachers reported using online and digital curriculum resources, though less than half engage with these resources regularly.

Opportunities for Optimization

Educators express a strong desire for technology to bolster connections, allowing children to explore virtual field trips and share resources with peers, thus avoiding the need to “reinvent the wheel.” This optimism suggests that, if thoughtfully integrated, technology such as generative AI could play a valuable role in the pedagogical landscape.

As the field of educational technology continues to evolve, the insights provided by RAND’s findings shed light on the future of generative AI in preschool settings. With teachers expressing the need for support and guidance, the journey of integrating AI into early childhood education remains an open question—one that invites ongoing research and thoughtful consideration.