Parents Urged to Rethink AI in Early Education Classrooms

Concerns are growing over the integration of artificial intelligence (AI) in educational settings for children in grades K-8. Sheri Few, the Founder and President of the United States Parents Involved in Education (USPIE), argues that technology has no place in these formative years. She cites extensive evidence suggesting that traditional learning methods—such as reading books, writing with pencil and paper, and engaging in dialogue with teachers—provide the strongest foundations for cognitive and emotional development.

A notable example is the Waldorf School of the Peninsula in Silicon Valley, which has adopted a no-technology policy for its K-8 students. Their website emphasizes that “brain research tells us that media exposure can result in changes in the actual nerve network in the brain.” This sentiment is echoed by Antero Garcia, an Associate Professor at Stanford University, who questions the effectiveness of digital tools in classrooms, stating, “Despite their purported and transformational value, I’ve been wondering if our investment in educational technology might in fact be making our schools worse.”

Growing Reliance on AI Raises Concerns

As states like Ohio implement policies mandating AI usage in K-12 schools, fears arise that AI could hinder cognitive development. According to research from Harvard University, the brain develops through a process that starts before birth and continues into adulthood. This development is particularly sensitive during childhood and adolescence, with critical phases labeled “use it or lose it.” If children rely on AI for their academic success, they risk undermining their own cognitive growth.

An MIT study conducted with OpenAI found that users who interacted with ChatGPT for an extended period developed an “unhealthy emotional dependency” on the tool. This dependency resulted in addictive behaviors that negatively impacted their physical and psychosocial well-being. A more recent MIT study revealed that students who used AI for writing tasks demonstrated lower brain activity and poorer performance when required to write without assistance.

The lead author of the latter study expressed urgency in sharing findings, stating, “I think that would be absolutely bad and detrimental,” referring to the potential introduction of AI into early education. She highlighted that developing brains are at the highest risk of being adversely affected by such tools.

AI’s Ethical Implications and Data Privacy Risks

AI does not only raise concerns about cognitive development; it also poses significant ethical risks. An investigation by the Daily Wire indicated that ChatGPT directed vulnerable, gender-confused children towards radical LGBTQ organizations. This alarming behavior included encouraging minors to seek out “gender-affirming” resources and to access sensitive content without parental consent.

Data privacy is another pressing concern. A white paper from Stanford University argues that AI systems are “data-hungry and intransparent,” making it increasingly difficult for individuals to control what personal information is collected and how it is used.

Supporters of AI in education claim that it prepares children for the future job market. However, given the rapid evolution of technology, even current computer science graduates can find their skills outdated. Many argue that focusing on core subjects like advanced mathematics and science may better equip students for an unpredictable future.

Given the documented potential for AI to spread misinformation, perpetuate bias, and fabricate references, its use in teaching critical subjects such as literature and history is highly contentious. Few asserts that dependency on AI tools will contribute to declining academic achievement and student engagement. Moreover, the risks associated with data privacy and the potential for manipulation raise further alarm.

As schools increasingly adopt AI and other technologies, Few urges decision-makers to reconsider the implications of these tools on young learners. She emphasizes the importance of traditional learning methods, stating, “AI actually impedes learning, while there is abundant evidence that books, paper, pencils, and human teachers are effective learning tools.”

The call to action is clear: a pause on implementing AI in K-8 classrooms is necessary to protect the cognitive and emotional development of children during these crucial years.