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At SPLASH 2024, you’ll have the opportunity to gain fresh perspectives and breakthrough ideas from experts across the country. These keynote speakers are thought leaders in early childhood education, ready to inspire and empower you to make a difference in your classroom.

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Start your SPLASH experience on the right note with a rocking concert and an inspiring keynote to set the tone for the entire event. Get ready to be energized and motivated for the adventure that lies ahead!

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You are an early education teacher! Read this PDF and first summarize the best ideas. Then use either examples from the PDF or make your own that shows/explains how to implement those ideas. Limit the best ideas to no more than the top five. here is the URL: https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf

The summarized key ideas from the PDF titled “Learning through play: Strengthening learning through play in early childhood education programmes” by UNICEF are as follows:

1. Importance of Early Learning: The document emphasizes the significance of early childhood development and pre-primary education for achieving Sustainable Development Goal 4, which aims to ensure that all children are ready for primary education by 2030. It advocates for play-based learning as a central aspect of quality pre-primary education (Page 4).
2. Play as an Essential Strategy: It highlights the importance of play in early childhood, describing it as a period of rapid cognitive, emotional, social, and physical development. Play is presented as a key strategy for learning, allowing children to explore, imagine, and develop a range of skills (Pages 6-8).
3. Characteristics of Play: The document outlines the characteristics of play, including its joyful, iterative, engaging, meaningful, and socially interactive nature. It also stresses the importance of children’s agency in play, allowing them to take control and ownership of their learning experiences (Page 9).
4. Learning through Play: It provides examples of how play facilitates learning across developmental domains, including motor, cognitive, social, and emotional skills. Play is shown to be a powerful context for children to practice skills, solve problems, and engage in social interactions (Page 10).
5. Play across Settings: The brief discusses the role of play in various settings, including organized pre-primary settings, at home, and in the community. It also extends the concept of learning through play to the early grades of primary school, emphasizing its continued importance for academic and social development (Page 12).

To implement these ideas, here are examples and strategies:

1. Incorporate Play-Based Learning: Create a classroom environment that encourages exploration and imaginative play. For example, set up different “play corners” such as a mini-market, a construction site, or a home setting where children can engage in role-play and learn social, cognitive, and language skills.
2. Encourage Child Agency: Allow children to choose their activities and direct their play. This could involve letting children decide what materials to use for an art project or what roles to play during a group activity, fostering decision-making and creativity.
3. Create Joyful Learning Experiences: Integrate games and fun activities that align with learning objectives. For instance, use songs and movement to teach numbers and letters, making the learning process enjoyable and memorable.
4. Iterative Learning: Encourage children to build, create, and experiment, allowing them to try and fail in a safe environment. For example, during a building block activity, prompt children to think about why their structures might be falling and how they can construct them differently.
5. Social Interaction through Play: Design group activities that require cooperation and communication, such as team-building games or collaborative art projects. This can help children learn to work together, share, and resolve conflicts.

By integrating these strategies into early childhood education, educators can create a rich learning environment that leverages the natural benefits of play to enhance children’s development and readiness for future academic challenges.

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how do these recommendations align with a Montessori philosophy of education? Can you add an activity below each idea specific to Montessori?

The recommendations from the UNICEF document align well with the Montessori philosophy of education, which emphasizes child-led learning, hands-on activities, and a prepared environment that encourages exploration. Here’s how each recommendation aligns with Montessori principles, along with a Montessori-specific activity for each:

1. Incorporate Play-Based Learning:
   • Montessori Alignment: Montessori education is centered around child-led activities that promote learning through exploration and manipulation of materials.
   • Montessori Activity: Provide a variety of sensorial materials like sandpaper letters and number rods that children can explore freely. This allows them to learn through their senses and at their own pace, which is a fundamental aspect of Montessori education.
2. Encourage Child Agency:
   • Montessori Alignment: The Montessori method encourages independence and allows children to make choices about their learning activities.
   • Montessori Activity: Implement a “work cycle” where children choose their “work” from a range of options on the shelves. They decide the sequence and duration of their activities, fostering autonomy and self-direction.
3. Create Joyful Learning Experiences:
   • Montessori Alignment: Joy and positive emotions are considered crucial in Montessori environments, as they are believed to enhance learning.
   • Montessori Activity: Introduce musical instruments and encourage children to explore different sounds and rhythms. This can be a joyful way to learn about music, patterns, and mathematics.
4. Iterative Learning:
   • Montessori Alignment: Montessori education supports the idea of learning through trial and error, allowing children to make mistakes and learn from them.
   • Montessori Activity: Use practical life materials like pouring grains or spooning beans between bowls, allowing children to refine their motor skills through repetition and practice.
5. Social Interaction through Play:
   • Montessori Alignment: Social development is key in Montessori classrooms, with mixed-age groupings that encourage older children to help younger ones.
   • Montessori Activity: Set up a “peace table” where children can resolve conflicts and engage in discussions. This promotes social interaction and teaches conflict resolution skills.

Each of these activities is designed to foster independence, respect for the child’s natural psychological development, and a deep love for learning, which are all core components of the Montessori philosophy.

Inclusive Activity for Visually Impaired

A preschool teacher has an activity planned to help students learn to get along by getting into groups on the floor and passing a beanbag to tell their favorite things. Please adapt this activity to accommodate a visually impaired student. Do not alter the objective of the lesson, and maintain the activity inclusive so all kids can participate equally.

Adapting the activity to accommodate a visually impaired student while maintaining its objective and inclusivity is essential. Here’s a modified version of the activity:

Objective: To help students learn to get along and share their favorite things while accommodating a visually impaired student.

Activity:

1. Circle of Friendship: Begin by having all the students sit in a circle on the floor. This arrangement allows the visually impaired student to feel part of the group and facilitates interaction with their peers.
2. Introduction: Start by introducing the activity and explaining that everyone will take turns sharing their favorite things. Emphasize that each child should listen and be respectful when their classmates are speaking.
3. Adapted Object: Instead of a beanbag, use a soft, textured object that can be easily felt and identified by touch. This could be a plush toy or a cushion with distinct textures. The visually impaired student can feel the object and pass it along like their sighted peers.
4. Guided Sharing: To ensure that the visually impaired student can participate fully, you can assign a peer “buddy” to assist them in recognizing when it’s their turn to share. The buddy can gently tap the visually impaired student on the shoulder or provide a verbal cue, such as saying their name.
5. Verbal Cues: Encourage students to use descriptive language when sharing their favorite things. This not only helps the visually impaired student but also enhances the overall learning experience for all participants. For example, instead of saying, “I like this,” they can say, “I like the softness of my teddy bear, and it’s the color of the sky.”
6. Communication Methods: If the visually impaired student is comfortable, you can introduce alternative communication methods, such as using a communication board or device with pre-recorded messages. This allows them to express themselves independently.
7. Inclusive Feedback: After each turn, encourage the other students to provide positive feedback or ask questions about their classmate’s favorite things. This promotes empathy, active listening, and interaction among all children.
8. Rotate the Object: As the activity progresses, rotate the soft object around the circle to ensure that each child has a chance to share their favorite things.
9. Reflect and Discuss: After everyone has had a turn, gather the children to discuss what they’ve learned and how it felt to share and listen. This provides an opportunity to reinforce the importance of understanding and supporting each other’s differences.

By making these adjustments, the activity can effectively teach students about cooperation and sharing while ensuring that all children, including the visually impaired student, can participate equally and feel included.

Great, now break the response into 2 sections, one outlining the adaptations to include the visually impaired student, and the other outlinig a short example of how the activity would run in practice. Also, condense this down to 2-3 bullets for the first section and 3-5 bullets for the second.

Adaptations for Including a Visually Impaired Student:

1. Use a textured, tactile object in place of a beanbag for easy identification by touch.
2. Assign a peer “buddy” to assist the visually impaired student in recognizing their turn.
3. Encourage descriptive language when sharing, benefiting all students.
4. Introduce alternative communication methods if the visually impaired student is comfortable, such as a communication board or device.

Example of How the Activity Runs:

1. Students sit in a circle on the floor, with a textured object in the center.
2. The teacher explains the activity and the importance of respectful sharing.
3. A designated “buddy” assists the visually impaired student, ensuring their active participation.
4. Students take turns sharing their favorite things using descriptive language.
5. The activity concludes with a group discussion about the experience and the value of understanding and supporting differences.

Good, but for the second section of how the activity runs, describe it in more practical example of how it may actually work with the kids. For example: Teacher says this, student 1 does this, student 2 does and says this. Keep the response to the same length however.

Example of How the Activity Runs in Practice:

1. The teacher gathers the students in a circle on the classroom floor, and in the center, there’s a soft, textured object, like a plush toy.
2. The teacher starts by saying, “Today, we’re going to share our favorite things. We’ll start with Sarah. Remember, use descriptive words when you share, like how it feels, sounds, or smells.”
3. Sarah picks up the plush toy, feels its texture, and says, “I love my teddy bear. It’s as soft as a cloud and has big, cuddly arms.”
4. John, who’s the visually impaired student’s “buddy,” gently taps their shoulder when it’s their turn. The visually impaired student, Lily, picks up the plush toy, touches it, and says, “I have a toy dog. It feels furry, and I can feel its wagging tail.”
5. The soft object continues to be passed around, and each student takes their turn, sharing their favorite things and using descriptive language.
6. After everyone has shared, the teacher gathers the students for a discussion about how it felt to share and listen to their classmates, emphasizing the value of understanding and supporting each other’s differences.

help me write a short narrative I can send to my 4-year-old student’s family to summarize their week. Also, where relevant, provide a very brief reasons why the activity/update is developmentally important. This should be no more than a single page with no paragraphs longer than 3 sentences. Here is a bullet list of what Camila has done in class this week:
* played Mr Fox outside with classmates
* explored the garden and pulled out weeds from the ground
* drew a picture of her family with crayons
* painted with watercolors
* practiced writing her and her friends’ names
* Played pretend with a peer using scarves as clothes and blankets, dolls, and small colored balls as food for dinner
* built a city with blocks
* helped the teacher clean up at the end of the day

Dear Camila’s Family,

What a wonderful week Camila had in class! She played “Mr. Fox” outside with her classmates, promoting physical activity and social interaction. Exploring the garden and pulling out weeds helped develop her fine motor skills and an appreciation for nature.

Camila also got creative, drawing a lovely picture of her family with crayons and experimenting with watercolors, fostering her artistic abilities. She practiced writing her and her friends’ names, honing her fine motor skills and early literacy.

In addition, Camila engaged in imaginative play with a peer, using scarves as clothes, dolls, and small colored balls as food for dinner. This activity encourages creativity and social skills. Building a city with blocks allowed her to develop problem-solving and spatial awareness.

To top it off, Camila showed responsibility by helping the teacher clean up at the end of the day, instilling valuable life skills. She had a productive and enjoyable week at school!

Warm regards, [Your Name]

great, now, based on the activities described in aggregate, add a short paragraph suggesting what Camila’s interests in general seem to be and what we may want to explore next developmentally for her. Regenerate the narrative above, adding this new paragraph to the bottom.

Dear Camila’s Family,

What a wonderful week Camila had in class! She played “Mr. Fox” outside with her classmates, promoting physical activity and social interaction. Exploring the garden and pulling out weeds helped develop her fine motor skills and an appreciation for nature.

Camila also got creative, drawing a lovely picture of her family with crayons and experimenting with watercolors, fostering her artistic abilities. She practiced writing her and her friends’ names, honing her fine motor skills and early literacy.

In addition, Camila engaged in imaginative play with a peer, using scarves as clothes, dolls, and small colored balls as food for dinner. This activity encourages creativity and social skills. Building a city with blocks allowed her to develop problem-solving and spatial awareness.

To top it off, Camila showed responsibility by helping the teacher clean up at the end of the day, instilling valuable life skills. Based on these activities, it seems Camila has a wonderful blend of interests, from art and creativity to social play and helping out. In the future, we can continue to nurture her creativity and social skills, perhaps exploring more collaborative projects and creative endeavors. We look forward to watching her grow and learn!

Warm regards,
[Your Name]

Sub-skills for P-ATL.2

You are a preschool teacher at a Head Start. You are teaching the Head Start Standard P-ATL.2. “Child follows classroom rules and routines with increasing independence”. Please break that standard down into sub-skills, continuing with the numerical sequence pattern (example, P-ATL.2.a, P-ATL.2.b, etc)

Certainly! To break down the Head Start Standard P-ATL.2, which states, “Child follows classroom rules and routines with increasing independence,” into sub-skills, we can use a numerical sequence pattern as you mentioned. Here are some sub-skills for P-ATL.2:

P-ATL.2.a: Child can identify and recognize classroom rules. P-ATL.2.b: Child demonstrates understanding of the purpose of classroom rules. P-ATL.2.c: Child can follow classroom rules with verbal reminders. P-ATL.2.d: Child can follow classroom rules without verbal reminders. P-ATL.2.e: Child understands and follows daily routines in the classroom. P-ATL.2.f: Child can transition between different classroom activities with increasing independence. P-ATL.2.g: Child can manage their own belongings and materials effectively. P-ATL.2.h: Child can initiate and complete tasks independently. P-ATL.2.i: Child can adapt to changes in the classroom routine. P-ATL.2.j: Child can cooperate with peers in following classroom rules and routines. P-ATL.2.k: Child can seek assistance from the teacher when needed while following classroom rules and routines.

These sub-skills can help guide your teaching and assessment in the preschool classroom, ensuring that children are progressing towards following classroom rules and routines with increasing independence.

Great. Do it again, but this time limit it to 5 subskills. Also, generate 3 activity ideas for the preschool classroom centered around each subskill.

Of course! Here are five sub-skills for Head Start Standard P-ATL.2, along with three activity ideas for each sub-skill to promote children’s independence in following classroom rules and routines:

Sub-skills:

1. P-ATL.2.a: Identifying Classroom Rules
   • Activity Ideas:
     • “Classroom Rule Scavenger Hunt”: Create a fun scavenger hunt where children search for visual representations of classroom rules posted around the classroom.
     • “Classroom Rules Storytime”: Read a story or create a classroom book that features characters learning and following classroom rules.
     • “Rule Reminder Game”: Play a game where children take turns explaining and demonstrating different classroom rules to their peers.
2. P-ATL.2.b: Understanding the Purpose of Classroom Rules
   • Activity Ideas:
     • “Rule Explanation Circle”: Sit in a circle and discuss the reasons behind each classroom rule, encouraging children to share their thoughts and ideas.
     • “Role Play Scenarios”: Act out scenarios in which following specific rules is essential, helping children understand the purpose of rules through play.
     • “Rule-Based Art”: Create art projects that visually represent the benefits of following classroom rules, such as creating a mural together.
3. P-ATL.2.c: Following Classroom Rules with Verbal Reminders
   • Activity Ideas:
     • “Rule Reminder Songs”: Sing songs with catchy tunes that incorporate reminders of specific classroom rules.
     • “Rule Reinforcement Stickers”: Use stickers as visual reminders for individual children to follow specific rules during the day.
     • “Classroom Rule Bingo”: Play a bingo game where children mark off rules they follow independently when they are reminded of them.
4. P-ATL.2.d: Following Classroom Rules without Verbal Reminders
   • Activity Ideas:
     • “Rule Stars Chart”: Create a chart where children earn stars for following rules without reminders, and celebrate their accomplishments.
     • “Independence Awards”: Recognize and celebrate children’s ability to follow rules independently through awards or certificates.
     • “Role Model of the Day”: Choose a “Role Model” for the day who follows rules exceptionally well, encouraging others to emulate their behavior.
5. P-ATL.2.e: Understanding and Following Daily Routines
   • Activity Ideas:
     • “Morning Routine Race”: Turn the morning routine into a friendly race where children follow the routine steps independently.
     • “Visual Schedule”: Use a visual schedule with pictures to help children understand and follow daily routines, allowing them to check off completed tasks.
     • “Routine Story Sequencing”: Create a storytelling activity where children put pictures or cards representing routine steps in the correct order.

These activities can help foster independence and support children in developing the skills necessary to follow classroom rules and routines with increasing autonomy.

Dino-themed Pre-K Skill Activities

Certainly! Here are the activities with a dinosaur theme to teach the same subskills of the standard “I.A.3 Child shows reasonable opinion of his own abilities and limitations”:

1. Dino Discovery Show-and-Tell: Encourage the child to bring a dinosaur-related item or toy to class and describe why they like it. This can initiate a discussion about things they feel they are good at or enjoy doing related to dinosaurs. For example, they can talk about their favorite dinosaur, why it’s their favorite, and share any dinosaur drawings or books they might have.
2. Dinosaur Excavation Adventure: Introduce a dinosaur-themed toy or a mini dinosaur fossil excavation kit to the class and encourage children to explore it. This helps children practice attempting new tasks like excavating “dinosaur fossils” and understanding that it’s okay to learn as they go. They can be paleontologists for the day!
3. Dino Teamwork Challenge: Play a game where children work together on a dinosaur-themed task or project that requires them to ask for help from their peers or teachers. This can help reinforce the idea that asking for help is a normal and important part of learning, especially in the context of exploring the world of dinosaurs. For example, they can work together to build a dinosaur skeleton puzzle.

By integrating the dinosaur theme into these activities, you can make learning even more engaging and enjoyable for the Pre-K students while still addressing the same learning objectives.

Great, but activities 1 and 2 are too similar and require materials that may be difficult to find or require a new purchase. Please alter one of them to be more imagination and active, for example, using their bodies to act like different dinosaurs, possibly referencing a book or picture to copy.

Certainly! Here’s an altered version of Activity 2 with a more imaginative and active approach:

Dino Movement Adventure: Introduce a dinosaur-themed picture book or show images of different dinosaurs to the class. Encourage children to use their bodies to act like different dinosaurs based on what they see in the book or pictures. They can stomp like a Tyrannosaurus rex, glide like a Pteranodon, or mimic the long neck of a Brachiosaurus. This activity helps children practice attempting new tasks and understanding that it’s okay to learn as they go while engaging their imagination and physical activity.

This modified activity doesn’t require specific materials and allows the children to explore the world of dinosaurs through imaginative play and movement.

 

You are a preschool teacher doing learning activity that is designed to help students begin to learn how to count. The activity involves students counting objects out loud. During the activity you notice many students losing track of the objects. Give me strategies to adapt this activity that help kids keep track of the objects.
Break down each strategy into discreet steps that a 4 year old could follow, such as “Move the objects from one side of the table to the other as you say each number”.

Certainly! Helping preschoolers learn how to count can be a fun and engaging activity. Here are some strategies to adapt the counting activity and ensure that kids can keep track of the objects. Each strategy is broken down into discrete steps suitable for 4-year-olds:

1. Use Visual Aids:
   • Gather a small collection of colorful objects (e.g., toys, buttons, or blocks).
   • Place the objects in a straight line or a circle, making it easy for kids to see them.
   • Encourage kids to point to and touch each object as they count.
2. One-to-One Correspondence:
   • Emphasize that each object corresponds to one number.
   • Ask kids to say “one” as they point to the first object, “two” for the second, and so on.
   • They should only move on to the next object after saying the correct number.
3. Grouping Objects:
   • Place objects in small groups (e.g., groups of 2 or 3).
   • Encourage kids to count the objects in each group separately.
   • After counting each group, add up the numbers to find the total.
4. Touch and Count:
   • Instruct kids to use their finger or a pointer to touch each object.
   • As they touch each object, they should say the corresponding number out loud.
   • This tactile method helps them keep track of what they’ve counted.
5. Counting Rhymes:
   • a. Create a simple counting rhyme or song that includes the numbers.
   • For example, “One, two, three, look at what we see! Four, five, six, let’s count and mix.”
   • Sing the rhyme together while pointing to and counting the objects.
6. Visual Markers:
   • Use small stickers or dots placed next to each object.
   • Ask kids to match the number they say with the corresponding sticker or dot.
   • This visual aid reinforces the concept of one-to-one correspondence.
7. Count and Move:
   • Have kids count the objects and then move them to a separate pile.
   • As they move each object, they should say the corresponding number.
   • This helps them keep track of what they’ve already counted.
8. Interactive Games:
   • Create a game where kids count objects by taking turns.
   • Each child counts one object and then the next child continues.
   • This turn-taking game keeps them engaged and focused.
9. Storytelling with Counting:
   • Incorporate counting into a simple story or narrative.
   • For example, “Once upon a time, there were three friendly bears.”
   • Kids can count along as the story unfolds.
10. Practice and Repetition:
    • Encourage kids to practice counting regularly to improve their skills.
    • Provide various objects and settings for counting to keep it interesting.
    • Celebrate their progress and effort.

Remember that patience and repetition are key when teaching counting skills to preschoolers. These strategies aim to make counting fun and engaging while helping children keep track of the objects they are counting.

Great, now condense that down to only 3 adaptations, prioritizing what would be most helpful in helping with one-to-one correspondence.

Certainly! Here are three adaptations that prioritize one-to-one correspondence, which is crucial for helping preschoolers keep track of objects when counting:

1. Use Visual Aids with Touch and Count:
   • Gather colorful objects in a line or circle.
   • Instruct kids to point to each object while saying the number.
   • Emphasize the connection between one object and one number.
2. Grouping Objects with Separate Counting:
   • Arrange objects in small groups. b. Encourage kids to count each group separately.
   • Then, help them add up the numbers for the total.
3. Visual Markers with Stickers or Dots:
   • Place stickers or dots next to each object.
   • Ask kids to match the number they say with the corresponding marker.
   • Reinforce the concept of one-to-one correspondence.

These adaptations focus on the key concept of one-to-one correspondence and can significantly help preschoolers keep track of the objects they are counting.

 

About This ChatGPT for Teachers Guide

In this multi-blog series, Frog Street will help you better understand the dos and don’ts of artificial intelligence (AI) in education. This post, in particular, will focus on ChatGPT for teachers. While AI has the potential to provide excellent opportunities for teachers and students when applied in the classroom, it is essential to understand that AI alone cannot offer wholly sound and reliable materials for instruction; teachers still need to use pedagogically designed curriculum and content, vetted by Subject Matter Experts for effective education. Despite its rapid advancements, AI must be integrated judiciously to complement, rather than replace, human expertise, fostering an environment where educators leverage technology as a tool to enhance personalized learning experiences and cater to diverse student needs.

One of the most popular AI tools on the market is ChatGPT. ChatGPT’s combination of conversational abilities, language understanding, diverse applications, and continuous development efforts collectively contribute to its popularity among users worldwide – including educators like yourself! 

This guide was entirely written, reviewed, and vetted by a team of Subject Matter Experts in Technology, Data Science and AI, and Early Childhood Education. ChatGPT assisted these experts in idea generation, research, and generating examples. 

Before you jump in… 

Have you checked out our post about AI in Early Childhood Education: The Do’s and Don’ts? We highly recommend you start with this guide before jumping into today’s post about ChatGPT, as it outlines some instrumental frameworks and essential warnings about using it for classroom instruction!

Table of contents:

• What is ChatGPT?
• Key Feature
• How to Access ChatGPT For Teachers
• ChatGPT Limitations

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What is ChatGPT? 

ChatGPT is an advanced language model developed by OpenAI, designed to understand and generate human-like text based on the input it receives. It’s part of software often shortened to AI (Artificial Intelligence) because it can create text from previously known patterns.  

It is specifically designed to generate human-like text based on the input it receives from users, allowing for natural and coherent conversations on a wide range of topics to take place. ChatGPT has been trained on vast amounts of text data from the internet and can generate responses, answer questions, provide explanations, and engage in various forms of communication that simulate human conversation, making it a great resource for everything from lesson planning to example scenarios on a test; however, it is important to remember that generative AI tools like ChatGPT cannot replace the multifaceted role of a human educator.

For teachers, ChatGPT can assist in:

• Lesson planning by generating ideas, new resources, and explanations for various subjects
• Creating engaging assignments, quizzes, and interactive learning materials

And more.

Key Features: 

While numerous options for AI software are available today, ChatGPT has risen to widespread popularity for its ability to generate human-like text. Some additional features of Chat GPT for teachers include:

Conversational Abilities: ChatGPT excels in holding conversations on various topics and providing informative, engaging, and coherent responses. Its remarkable conversational abilities, facilitated by its advanced natural language processing capabilities, have contributed significantly to its popularity and widespread adoption. With its vast knowledge base and contextual understanding, ChatGPT can seamlessly navigate various conversational contexts, adapt to user inputs, and generate responses that closely resemble human speech. This feature, coupled with its ability to maintain coherence and relevance throughout dialogues, makes ChatGPT an invaluable tool for applications ranging from customer service chatbots to virtual assistants. 

Language Understanding: ChatGPT possesses exceptional language understanding capabilities, enabling it to comprehend and generate responses in natural language. This feature enhances user-friendliness, particularly for individuals lacking technical backgrounds, as they can interact with ChatGPT effortlessly without requiring specialized jargon or commands. By leveraging its deep learning architecture and extensive training data, ChatGPT can interpret nuances, context, and colloquialisms in user inputs, facilitating fluid and intuitive conversations. This proficiency in language understanding underscores ChatGPT’s versatility and applicability across various domains, from customer support to content generation.

A Multitude of Applications: ChatGPT boasts diverse applications, from answering questions and aiding with writing and educational tasks to more imaginative endeavors such as storytelling or composing music. Its versatility enables it to adapt to various use cases, catering to multiple needs and preferences. Whether users seek assistance in academic pursuits, creative endeavors, or practical tasks, ChatGPT can deliver tailored solutions with remarkable accuracy and creativity. This expansive utility has cemented ChatGPT’s position as a go-to tool for individuals and organizations seeking innovative solutions powered by natural language processing.

How to Access ChatGPT for Teachers: 

Visit OpenAI’s Website: The primary way to access ChatGPT is through OpenAI’s website. You’ll need to create an account to use the service. 

Mobile Devices: On iPhones, an official ChatGPT app is available to download from OpenAI.  

Getting Started: 

• Create an Account: Sign up on OpenAI’s website. 
• Explore the Interface: Familiarize yourself with the chat interface. It’s intuitive and user-friendly. 
• Begin Chatting: Start by typing a question or a statement. ChatGPT will respond accordingly. Try “How do I change a lightbulb?” 
• Experiment with Different Questions: Try various topics and questions to explore ChatGPT’s capabilities. Try “Can you coach me on how to teach addition in preschool to give kids a good foundation for kindergarten?”  

Tips for Effective Use: 

• Be Specific: Detailed questions often yield more accurate and helpful responses. 
• Use Natural Language: Write as if you’re talking to a human. ChatGPT understands everyday language. 
• REMEMBER: Apply WISER for writing good prompts

Limitations of ChatGPT:

While ChatGPT for teachers can be highly beneficial, this ever-evolving software also has limitations and risks that educators should consider. While ChatGPT can provide information that has the potential to assist early education professionals, the software cannot replace you as a human teacher. When using ChatGPT for common classroom duties such as writing tests, there is a risk of unintentional biases or inaccuracies in the questions generated, as the AI model may not fully grasp the nuances of educational objectives or student learning levels. Similarly, relying solely on ChatGPT for teachers to create lesson plans might overlook the creativity and intuition that human teachers bring to the process of education and social development in the classroom.

Some important limitations of ChatGPT for teachers include:

Knowledge Cut-off: ChatGPT’s training includes data only up to a certain point, so it may not have information on recent events or developments. This limitation can affect its ability to provide up-to-date information, particularly in rapidly evolving fields or current affairs. Users should verify information obtained from ChatGPT with reliable sources for accuracy. 

No Personal Learning: ChatGPT’s software cannot remember past interactions with its users or learn from individual users for privacy and safety reasons. While this preserves user privacy, it also means that ChatGPT for teachers cannot tailor responses based on previous interactions or user preferences, potentially limiting its effectiveness in providing personalized assistance in the classroom.

Occasional Errors: While generally accurate, ChatGPT for teachers can sometimes provide incorrect or nonsensical responses. These errors may stem from limitations in its training data or inherent biases in the data it was trained on. Users should exercise caution and critical thinking when relying on ChatGPT’s responses to communicate with students and faculty. 

Nuance and Context: ChatGPT may need more nuanced context/understanding required for the subject matter that a human expert would have. This limitation can lead to misunderstandings or oversimplifications, particularly in complex or ambiguous situations where human judgment and intuition are essential. Users should be mindful of ChatGPT’s limitations and supplement its responses with human expertise when necessary. 

Artificial intelligence cannot mimic the essential human elements of teaching, such as empathy, understanding, and the ability to build personal relationships with students. As AI becomes a standard tool for educators, it is crucial to find a balanced approach and recognize the irreplaceable role of human teachers in the learning process.

REMEMBER: Use VALID for evaluating the output of the AI

While AI cannot replace a professionally vetted curriculum or the work of highly trained, experienced educators, tools like Chat GPT for teachers can give educators new capabilities that can improve learning in and out of the classroom. We hope this guide serves as a tool to help you start and explore the possibilities that Chat GPT for teachers can offer educators like yourself!Looking for some guided AI practice? We’ve created some simple examples where AI tools could be implemented and applied the WISER© and VALID™ frameworks to generate and evaluate the output. We highly recommend you check them out here.

About This AI in Early Childhood Education Guide

This multi-blog series from Frog Street dives into the realm of Artificial Intelligence (AI) and its implications for Early Childhood Education (ECE). We aim to demystify AI, explain its function, offer guidance on seamless integration, and highlight both its potential and pitfalls within the classroom setting.

In this guide, we will explain the importance of AI in early childhood education as a tool rather than a standalone solution for educators. At the same time, AI presents exciting opportunities; it cannot replace the need for meticulously crafted curricula and expert-vetted content. If you want to learn more about artificial intelligence and its role in early childhood education, this guide is here to help.

This guide to AI in early childhood education was entirely written, reviewed, and vetted by a team of subject matter experts in the fields of technology, data science, AI, and early childhood education. ChatGPT was used to assist in idea generation, research, and generating examples.

Table of contents:

• What is AI and how do Generative AIs like chatGPT work?
• How can AI help education providers?
  • Using AI: How to write good prompts

• “Gotchas” of pure tech/AI tools to watch out for
  • Key considerations when engaging with AI

• The Bottom Line…
  • Apply your knowledge (examples)

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What is AI and how do Generative AIs like chatGPT work?

For some educators, Artificial Intelligence (AI) can sound intimidating or futuristic. However, it’s already being used in small but meaningful ways in classrooms worldwide. At its core, AI simply refers to computer systems designed to perform tasks we have historically thought of as requiring human intelligence and decision-making. The key is that it’s a tool – one that teachers can control and direct to fit educational goals, but one that needs to be used properly and responsibly.

Educators wield the power to harness AI’s capabilities to align with educational objectives, emphasizing the importance of thoughtful integration and conscientious oversight. As we navigate the evolving landscape of education, embracing AI as a collaborative partner in the teaching process opens doors to innovative approaches and enriched learning experiences for students.

Generative AI is a type of artificial intelligence that can create new data or content, such as text, images, or even music, by learning patterns and generating output based on what it has been trained on. It essentially “creates” things based on its understanding of existing examples. You may have heard of OpenAI’s ChatGPT and Google’s Gemini. In their cases, based on an extensive library of previously created text (referred to as its “training data”), they can make relationships between words to create new text in response to prompts – be it a grocery list based on a meal list, or a lesson plan based on a specific standard.

Using generative AI is like building a puzzle, one piece at a time, finding the next logical piece based on the patterns it has learned and can recognize. However, it doesn’t have real-time information or a deep understanding of the world beyond its training, so it can sometimes produce incorrect, out-of-context, or just made-up responses. Understanding the limitations and risks of AI is essential in determining the role that this innovative software can play within a classroom setting.

If you’ve never used an AI tool before and would like to try it, the most popular and most accessible for beginners is ChatGPT, which is free to use for the base level. ChatGPT is a conversational AI model developed by OpenAI that is designed to engage in text-based conversations with users. ChatGPT is trained on vast text data from the internet, allowing it to generate human-like responses to a wide range of queries and prompts. It can be used for various purposes, including answering questions, providing information, offering recommendations, and even engaging in creative dialogue.

Want to learn more about ChatGPT or try it out for yourself? Frog Street can help! Click here for a beginner’s guide to get you started!

How can AI help education providers?

The vast potential of AI in early childhood education is undeniable. By drawing insights from the experiences of our peers in higher education and K-12 learning, we recognize the unique context surrounding the integration of AI in early childhood education. While discussions in higher grades often revolve around mitigating the influence of AI on student-created work and writing abilities, early education presents a distinct opportunity. Here, it can serve as a valuable ally to educators, streamlining tasks and freeing up valuable time for them to prioritize what truly matters—nurturing relationships with their children. By leveraging AI tools effectively, educators can enhance efficiency, allowing for a more focused and enriching early education experience for teachers and children.

Teachers can leverage AI in early childhood education to help adapt or personalize their lessons, jump start professional development, gather research, get ideas for activities, help save time on day-to-day tasks, and much more!

Using AI: How to write good prompts

Writing prompts are instructions so your AI tool can create the kind of content you want, and writing good prompts is critical to generating higher-quality responses. Improper prompting can leave too much room for the AI to interpret and fill in gaps unintendedly, introduce biases, develop less helpful responses, etc. We like using the WISER framework © Allie Miller.

 

Once you get used to prompting, it will start feeling pretty natural! Then, you can adjust this to fit your needs and workflow according to what works better in the given context.

“Gotchas” of Pure Tech/AI Tools to Watch Out For

AI in early childhood education exhibits remarkable capabilities, from crafting engaging children’s stories to analyzing data and devising lesson plans. However, when deployed without tailored training for early education contexts, the outcomes may prove misleading, incomplete, or erroneous. Instances abound where AI-generated content reflects biases or inaccuracies due to inadequate training or incomplete datasets. Some of us may remember the Jurassic Park movies and how scientists filled in Dinosaur DNA gaps with frog DNA and how well that turned out! To quote Jeff Goldblum’s character: “Scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should”…yes, that’s just a joke, but have you seen this recent story about Microsoft, or the concerns around Amazon Q?

Despite advancements, AI  inherently lacks the contextual understanding and nuanced comprehension characteristic of human educators and experts, making errors inevitable. Thus, while AI in early childhood education offers invaluable assistance to educators, it must be supplemented by human oversight to navigate nuanced situations effectively and mitigate the risks of misinterpretation or misrepresentation.

There is an opinion in the EdTech industry that AI in early childhood education can help “equalize” education, as it can help offset the current high turnover and give more inexperienced teachers the tools and guidance they need to bridge the gap compared to more experienced and well-trained teachers. While AI can help bring efficiencies and empower teachers in their day-to-day in unique ways, AI alone can cause more harm in that area, widening the gap instead by not providing them with the proper information, understanding, and ability to impact sustained learning. Ultimately, AI in early childhood education alone cannot replace a quality and efficacious curriculum designed and vetted to teach and support student learning for long-term success pedagogically…and certainly, never replace a great teacher! 

This AI software is new, but don’t worry; the industry is working on solutions and guidelines to ensure safe and fair usage, including ethical and safety considerations! Recently, the White House issued an Executive Order on AI to create protections over personal data for AI tools, and the US Dept. of Education’s Office of Educational Technology released a guide on integrating AI into classrooms in early 2023.

This is why having humans in the loop, training and verifying the output with subject matter experts, is essential, and using such technologies needs to be treated not as an opportunity but as a responsibility. This can be done in various ways – including standards and sub-standards in training data, using appropriate curriculum as example output, and having experts be integrated in verifying and approving content before it makes it to a teacher’s classroom and influences children.   

 Key considerations when engaging with AI 

As responsible educators, some key considerations to make when utilizing AI in early childhood education include:

• • Carefully evaluate AI tools for safety, privacy, and age-appropriateness before adopting them. 
  • Using AI thoughtfully as a complement to, not a replacement for, skilled human teachers. The teacher must remain the heart of the classroom. 
  • Looking for bias in data/algorithms and ensuring AI does not inherit harmful stereotypes. 
  • Giving transparency into how AI applications work so teachers and children can develop informed views.

Does that sound intimidating? We get it! We know that AI software can be daunting, but don’t get discouraged! We developed a simple acronym to help you think about and validate these things: VALID™ (get it?). Consider this a starter set of guiding questions to ask yourself when using AI tools and their output:

The bottom line… 

The bottom line is AI gives educators some fantastic new capabilities, but it cannot replace vetted curricula or quality educators. Like any technology, it requires watchful eyes and wise use. Teachers should explore AI with cautious optimism, embracing the potential benefits while maintaining a sense of responsibility and carefulness. Together, educators can shape AI applications to truly serve teachers and children and view AI as an empowerment tool to enhance the capabilities of Subject Matter Experts, not a replacement. Conversations should continue about thoughtfully integrating this technology into the classroom while keeping human experts and educators firmly in the loop. 

Apply what you learned!  

Now that you have the tools and understand better how to use them, how about some practice? We created some simple examples where AI tools could be implemented and applied the WISER^© and VALID^™ frameworks introduced here to generate and evaluate the output. We highly recommend you check them out: 

• Teacher’s Guide to AI: Apply your knowledge – Adaptive Teaching example 
• Teacher’s Guide to AI: Apply your knowledge – Personalized Learning example 
• Teacher’s Guide to AI: Apply your knowledge – Idea generation for Activities example 
• Teacher’s Guide to AI: Apply your knowledge – Administrative Efficiencies example 
• Teacher’s Guide to AI: Apply your knowledge – Accessibility example 
• Teacher’s Guide to AI: Apply your knowledge – Springboard for Professional Development/Research example 

From personalized learning experiences for students to streamlining administrative tasks for educators, artificial intelligence (AI) is transforming education in classrooms worldwide.

Today, we are here to share some real-life AI in education examples that showcase the transformative power of AI in enhancing teaching and learning outcomes for early childhood educators. 

Table of contents:

• WISER and VALID Methodology
• What to consider when engaging with AI in education examples
• AI in Education Examples
• Personalized Learning
• Idea Generation for Activities
• Administrative Efficiency
• Accessibility
• Springboard for Professional Development/Research

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WISER and VALID Methodology

The key to using artificial intelligence effectively within an educational setting is knowing what prompts to use to generate the best responses from AI tools like ChatGPT. Teachers looking to integrate AI software into their classrooms seamlessly should employ the WISER method when prompting AI tools and following these AI in education examples.

Created by artificial intelligence advisor Abbie Miller, the WISER method uses the following framework:

🗣️ W – Who is it?

Start your prompt by explaining who you are in the scenario. Begin your prompt with “You are a ____.” You are a creative literature expert. You are a marine biologist. You are a ballet dancer who breaks the rules. Give yourself an identity and environment.

✏️ I – Instructions

Provide clear instructions for the software you are utilizing. What do you want the AI model actually to do? If creating a prompt for a creative literature expert, instruct the model to explain the plot of a novel in simple terms briefly. Ensure your instructions are explicit and easy for the model to understand. 

✂️ S – Sub Tasks 

Break tasks down into smaller pieces to improve the AI’s performance. Helping the model “think” step by step can help ensure you get the desired results. 

🖼️ E – Examples 

Artificial intelligence excels at mimicry, so help it by providing examples or a template to follow. If you want to write a poem, give an example poem. If you wish to do a dance routine, describe a move to start from. Multiple, varied AI in education examples are best.

📖 R – Review 

Is the output what you wanted? Did it fall short? Do you have a next step? Use the chat interface to your advantage; ask follow-up questions, clarify, or expand on ChatGPT’s initial response. Ask it to be funnier, longer, or more direct in tone. Don’t be afraid to start over or start a new chat thread.

What to consider when engaging with AI in education examples

As responsible educators, some key elements to consider when using AI in the classroom include: 

• Carefully evaluate AI tools for safety, privacy, and age-appropriateness before adopting them. 
• Using AI thoughtfully as a complement to, not a replacement for, skilled human teachers. The teacher must remain the heart of the classroom. 
• Looking for bias in data/algorithms and ensuring AI does not inherit harmful stereotypes. 
• Giving transparency into how AI applications work so teachers and students can develop informed views.

Feeling overwhelmed? Don’t panic! We know that evaluating AI for use in education can be overwhelming; luckily, Frog Street created a simple acronym to help you think about and validate these things: VALID

• Verified – Can I verify the output using other sources? 
• Appropriate – Is the information safe and proper for everyone in my classroom?
• Latest – Is the information current and up to date?
• Interpretable – Can I fully interpret how the output arrived at this conclusion?
• Data – Has the AI been trained with proper educational texts and materials suitable for children?

Consider this a starter set of guiding questions to ask yourself when using AI tools and their output.

Below, this guide will explore some benefits of using AI tools in the classroom and share AI in education examples demonstrating how employing the WISER and VALID methods can help you achieve the best possible results when incorporating AI tools into your curriculum. 

We will introduce scenarios within larger themes, generate outputs following the WISER framework, and apply the VALID guide to identify areas of caution where possible refinement, adjustments, or additional/alternative sources may be needed.

Remember, the purpose here is not for you to take the example verbatim or to make any claims about specific activities/generated output you should or shouldn’t use in your classroom but to treat this as applied “practice” so that you can incorporate it in your day-to-day responsibly and with more confidence! Ready? Here we go!

AI in Education Examples

Adaptive Teaching

AI can help you adjust teaching methods and pace on the fly based on real-time feedback on how well children understand concepts. If they are bored or struggling, it changes things to engage them better. 

Adaptive efficiency generated response

Personalized Learning 

AI applications can analyze students’ abilities, strengths, weaknesses, interests, and learning styles to create a customized curriculum and learning activities. This allows teachers to support each child’s unique needs.

Personalized learning generated response

Idea Generation for Activities

Generative AI emerges as a powerful tool for brainstorming and crafting innovative learning experiences. With defined parameters and guidelines, it generates activity ideas tailored to specific educational standards and classroom needs, offering teachers a wealth of possibilities to enhance their lessons.

Idea generation for activities generated response

Ultimately, Generative AI complements teachers’ creativity and saves time in lesson planning, but it cannot replace the expertise and review of educational professionals. Its outputs should be used as a starting point, requiring contextual knowledge and expert scrutiny to translate into practical learning experiences.

Administrative Efficiency

AI-powered software can help with routine tasks like grading, record-keeping, communication with parents, and organizing events. This saves teachers valuable time and mental energy. 

Administrative efficiency generated response

*NOTE: This example follows WISER, but we wanted to show it in a bit more of an “advanced” way that adapts it to fit the context better without adding extra work as the prompter, just so you have some ideas of how flexible this can be! It infers the “Who” from context and the quality of the subtasks (the list of specific activities) serves the purpose of “Examples”.

Accessibility

Incorporating AI features such as speech recognition, translation*, and text-to-speech capabilities can enhance lesson accessibility for students with diverse abilities and learning needs. However, it’s crucial to prioritize student safety and ensure expert vetting to navigate the nuances effectively.

Accessibility generated response

*NOTE: Regarding making content accessible via translations, keep in mind that they are not 100% accurate. Google Translate for example, an industry leader, is about 86% accurate – fine for most use, but probably not for foundational academic discourse. (https://phrase.com/blog/posts/is-google-translate-accurate)

Springboard for Professional Development/Research

AI systems, drawing from vast datasets, including text from the internet, offer valuable insights and summaries on teaching frameworks, educational methodologies, and research sources. However, it’s important to recognize that AI lacks access to real-time information and should not be relied upon as an authoritative source.

Springboard for professional development research generated response

*NOTE: Admittedly, this example is a tad more advanced than the others provided in this series, as it requires a higher level access to chatGPT that allows for more robust features like feeding it files or internet access to browse web pages (which are NOT capabilities of the base level, free ChatGPT access), but we wanted to showcase the possibilities! Even with base access, you can still kick off research by asking the AI to explain certain methodologies and provide reputable sources/organizations you could check out to learn more ☺