AI in Early Childhood Education: The Danger of AI-Generated Lesson Plans
Here at Teaching Strategies, we believe that early childhood educators deserve curriculum resources that recognize and respect them as professionals. Their work is complex, deeply personal, and foundational to children’s lifelong learning. Whenever possible, we should strive to make their difficult work easier—but not at the expense of quality, professional autonomy, or developmental appropriateness.
Recently, there has been a lot of discussion about artificial intelligence (AI) in early childhood education (ECE). One emerging trend that raises concerns is the use of artificial intelligence and large language models (LLMs) to generate lesson plans. While AI tools promise efficiency and convenience, there are significant risks to using AI in education that could undermine the core principles of high-quality early learning environments.
The Lost Value of Developmentally Appropriate Practice
One of the most significant risks of AI in education and AI-generated lesson plans (often searched for as “AI lesson plans”) is their inability to fully grasp developmentally appropriate practices (DAP). Early childhood education is not one-size-fits-all; it requires a deep understanding of how young children learn, grow, and develop across cognitive, social–emotional, and physical domains. In recognition of the important role of educators and their expertise, the National Association for the Education of Young Children (NAEYC) says, “Educators use their knowledge of each child and family to make learning experiences meaningful, accessible, and responsive to each and every child.” That knowledge is developed in the context of relationships between educators and children (and their families, too)—a relationship AI cannot replicate.
AI-generated lesson plans often pull from broad, generalized data sources without the discernment required to adapt to specific developmental milestones. For example, an AI tool might suggest an early literacy activity designed for four-year-olds that lacks the necessary scaffolding for children with emerging language skills or those who speak multiple languages. Without the educator’s ability to assess and refine materials, AI-generated content may fail to support children’s learning in meaningful ways.
The Lost Opportunity for Responsive Teaching
Another major limitation of AI-generated lesson plans is their rigidity. Effective early childhood instruction is responsive to classroom culture, children’s interests, and the dynamic nature of early learning. AI-generated content is often too static or generic, unable to adjust to the unique needs of a group of children on any given day. In its position statement on DAP, NAEYC says there are three core considerations for determining what is developmentally appropriate for each child: commonality, individuality, and context. We believe educators are better equipped to understand and integrate these considerations into their planning than AI.
For instance, a classroom might be in the midst of a study of buildings when a teacher notices that children are particularly interested in fire trucks and fire stations. A skilled educator will seize this opportunity to expand the study, incorporating books, dramatic play, and sensory activities around fire safety and firefighting to encourage children’s authentic investment in their own learning and independent investigation. An AI-generated lesson plan, however, is unlikely to recognize these spontaneous teachable moments and adjust accordingly.
Furthermore, AI lacks an understanding of classroom relationships. Young children thrive on familiarity, repetition, and connection with their teachers. A lesson plan that does not account for the nuances of a classroom’s daily rhythm, the individual personalities of the students, or the cultural and linguistic diversity within the group may fall flat.
The Lost Art of Human Connection
Perhaps the most concerning drawback of AI-generated lesson plans is their inability to foster human connection. ECE is not just about delivering content; it is about creating a warm, nurturing environment where children feel safe, valued, and emotionally supported. For all that is good about technology’s role in the classroom, no AI-generated lesson can replace the relationships that educators build with children.
Children learn best in environments where they experience trust, emotional attunement, and meaningful engagement. Educators are not just facilitators of academic content—they are caregivers, role models, and guides who help young children navigate their emotions and develop interpersonal skills. AI-generated lesson plans may suggest strategies for building a sense of community in the classroom, but they cannot replicate the responsive, empathetic interactions that define high-quality ECE.
A Call to Action: Supporting Early Childhood Educators in the Age of AI
AI has the potential to be a valuable tool in early childhood education, but it should be used to support teachers, not replace them. Technology can streamline administrative tasks, provide insights into student progress, and offer supplementary resources. However, the heart of early learning lies in the hands of dedicated educators who understand the children in their care better than any algorithm ever could.
As we explore ways to integrate technology and AI into early education, we must be mindful of maintaining the integrity of early childhood teaching. We should invest in tools that empower educators rather than diminish their role. High-quality curricula should be designed to respect and enhance teachers’ expertise, providing them with flexible, research-based resources that they can adapt to meet the needs of their students.
At the end of the day, ECE is about more than just lesson plans. It is about relationships, discovery, and the joy of learning. No AI-generated script can replace the magic that happens when a skilled teacher nurtures a child’s curiosity, responds to their needs, and fosters a love of learning that will last a lifetime.