Opening the Classroom Door: Can AI Improve Understanding of Pre-K Experiences? Final Report
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| Title: | Opening the Classroom Door: Can AI Improve Understanding of Pre-K Experiences? Final Report |
|---|---|
| Language: | English |
| Authors: | Leigh Ann DeLyser, Sarah Gerard, Gullnar Sy, Jennifer Nakamura, SRI Education |
| Source: | SRI Education, a Division of SRI International. 2025. |
| Availability: | SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/ |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Gates Foundation |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Video Technology, Artificial Intelligence, Technology Uses in Education, Teacher Attitudes, Coaching (Performance), Computer Attitudes, Grouping (Instructional Purposes), Mathematics Instruction, Literacy, Preschool Education, Identification, Documentation, Stakeholders, Automation |
| Abstract: | High-quality early childhood classrooms provide children with a nurturing environment to develop their physical, social, and academic capabilities. All day the classroom is in motion: children move from whole-group morning meeting to centers and then to math small groups. Additionally, while subject-specific instruction (e.g., literacy or mathematics) is typically scheduled for specific blocks of time, there are opportunities for teachable moments all day. Teachers and instructional coaches may benefit from understanding how these moments are spent to improve practice. This study explores the feasibility of AI models in identifying instructional groupings and academic content in pre-K classroom video recordings to understand classroom activities.?The research team interviewed teachers, instructional coaches, and technology developers to understand their perceptions of artificial intelligence to support early learning. Findings highlight the promise and limitations of current AI approaches and offer recommendations for advancing reliable tools for early learning settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679867 |
| Database: | ERIC |
| Abstract: | High-quality early childhood classrooms provide children with a nurturing environment to develop their physical, social, and academic capabilities. All day the classroom is in motion: children move from whole-group morning meeting to centers and then to math small groups. Additionally, while subject-specific instruction (e.g., literacy or mathematics) is typically scheduled for specific blocks of time, there are opportunities for teachable moments all day. Teachers and instructional coaches may benefit from understanding how these moments are spent to improve practice. This study explores the feasibility of AI models in identifying instructional groupings and academic content in pre-K classroom video recordings to understand classroom activities.?The research team interviewed teachers, instructional coaches, and technology developers to understand their perceptions of artificial intelligence to support early learning. Findings highlight the promise and limitations of current AI approaches and offer recommendations for advancing reliable tools for early learning settings. |
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