A policy was mooted to treat AI like a basic universal skill, starting from teaching in Class 3 onwards, because children will grow up in an AI-rich world and schools must not lag behind.
The Ministry of Education says the plan is age-appropriate and teacher-led, with training and materials in preparation for a staged rollout.
The idea is simple and bold: demystify algorithms so kids learn to use-and question-technology, not fear it. The conversation that follows is less tidy.
Will classrooms become coding factories, or is it possible to teach early AI in ways which can keep the concepts of play, curiosity, and deep thinking whole?
"Early AI exposure, if guided carefully, promotes critical thinking and creativity," says Dr Ankur Aggarwal, Senior Educator - Computer Science, Shiv Nadar School, Faridabad.
"Children need to understand the limitations and ethics of technology. Asking questions about data, equity, and purpose helps them stay thoughtful and responsible," she continues.
The Principal of Hindustan International School, Bharathi Laxmi, echoes several teachers when she writes, “Coding and AI should not overshadow the essential skills such as communication, ethics, creativity, and domain knowledge. Exposure must be meaningful, inclusive and continuous.”
WHY PUSH AI SO EARLY?
Policymakers point to a future full of automation and data-driven decisions; giving children early familiarity with AI is framed as a kind of basic literacy.
The move also relates to the NEP-2020 push in India for 21st-century skills and computational thinking.
As Shuchi Grover and Roy Pea have pointed out in their review of the literature on computational thinking, carefully designed programs can develop problem-solving and persistence if well-integrated into schooling.
It reduces fear, say advocates: children who tinker with simple logic blocks, patterns and stories are often less intimidated by later technical learning. Evidence of how to do this well does not come automatically, however: quality design, teacher support, and local context matter.
PLAY, PRESSURE AND THE COST OF SPEED
Child development experts worry about what gets lost if schools rush the process.
Young minds develop and learn more through playing, imagining, and relating to other people rather than through screens and directed activities.
In this regard, the OECD reports in 'Starting Strong' that free play and exploration lie at the heart of long-term learning and emotional development. UNESCO similarly warns in its early childhood education guidelines that a replacement of play with early academic pressure may prove injurious to creativity and mental well-being.
The same concern is echoed by Bharathi Laxmi, Principal at Hindustan International School.
Experts also warn of the related problem: 'treadmill learning', or the feeling that one always needs to catch up with the rapidly changing technologies, leaving little room either for reflection or for joy. The American Academy of Pediatrics too supports the standpoint that technology for younger children should be collaborative, guided and limited in duration.
So, what does 'responsible AI education' for an eight-year-old look like? Educators advise small and playful steps. Instead of heavy coding, stories, pattern games or visual tools such as Scratch Junior or Lego-based projects can explain how machines 'learn'. Schools must treat technology as a supplement, not substitute, says Dr Aggarwal. "Technology should enhance and not replace learning," she says. "Activities like digital storytelling or creative design tools build curiosity, but children also need unstructured play, outdoor time and the arts to stay emotionally grounded," she further adds. Teachers will need to be trained so that such lessons can be effectively taken care of to help students question algorithms and biases and not merely memorize the way they work. Rollout by the Ministry of Education will especially depend on this readiness for rural and small schools.
The challenge with-and opportunity for-India lies in bringing up an entire generation of digital natives who are empathetic, ethical and creative. The solution lies in the balance-blending AI literacy with storytelling, empathy, collaboration and curiosity. Rushed, they risk creating young coders who understand logic but not life. Crayons may share space with coding blocks in India's classrooms of the future. Whether this ushers in an era of innovation and entrepreneurship or merely sows the seeds of overworked learners depends not on algorithms but on how wisely we teach them.
