AI and conflict between children: support, not scoring
Detecting a conflict is not the same as helping children resolve it. A review of adult mediation, turn-taking and children’s agency in contrast to automated scoring.
Leer artículo completoArchivo de artículos
Análisis diarios sobre tecnología, inteligencia artificial y educación, elaborados con fuentes académicas verificadas y publicados en español, inglés y francés.
Artificial intelligence and mark-making / early drawing-writing in early childhood education
A CNN/CV that scores strokes/shapes/DAP or fine-motor/prewriting/drawing-age/VMI scores, a GenAI of copy-the-shape worksheets, a drawing-minutes/stroke-accuracy dashboard, a correctness app, or a developmental ranking without mediation do not constitute support for mark-making / early drawing-writing in early childhood: it is real materials, graphic agency, and adult co-presence that interprets meaning and process.
Leer artículo completoArtificial intelligence and dialogic reading in early childhood education
A chatbot/LLM agent that “does dialogic reading” with the child, a comprehension/vocabulary/dialogic quality score, a GenAI of CROWD/PEER scripts, a shared-reading-minutes dashboard, or an app that replaces adult–child shared reading do not constitute support for dialogic reading in early childhood: it is a shared book with contingent PEER/CROWD and adult co-presence.
Leer artículo completoArtificial intelligence and water play in early childhood education
A “pouring accuracy” / “STEM water score” sensor, a CV/water-table camera with “mess / off-task splashing” alerts, a GenAI of “water experiments” / sink-or-float lesson plans, a minutes-at-the-water-table dashboard, or an AR layer that guides pouring or predicts sink/float do not constitute support for water play in early childhood: it is exploration of the liquid with flow, capacity, sink-float and adult co-presence.
Leer artículo completoArtificial intelligence and sand play in early childhood education
A “sandcastle accuracy” / “STEM sand score” / “molding accuracy” sensor, a CV/sandbox camera with “mess / off-task sand spilling” alerts, a GenAI of “sandcastle plans” / sand play lesson plans, a minutes-in-the-sandbox dashboard, or an AR layer that guides molding or predicts castle stability do not constitute support for sand play in early childhood: it is exploration of the granular with flow, compaction, moldability and adult co-presence.
Leer artículo completoArtificial intelligence and playdough / clay play in early childhood education
A “playdough molding accuracy” / “fine-motor dough score” / “shape compliance” sensor, a CV/table camera with “mess / off-task dough spilling” alerts, a GenAI of “figure plans” / playdough lesson plans / STEM dough activities, a minutes-with-playdough dashboard, or an AR layer that guides kneading or predicts the correct shape do not constitute support for playdough / clay play in early childhood: it is exploration of the deformable with tactile properties and adult co-presence.
Leer artículo completoArtificial intelligence and risky play in early childhood education
A wearable or “fall-risk score” sensor, a CV/playground camera with “unsafe play” alerts, a GenAI of “safe activities” / risk-free alternatives, a “risk exposure score” dashboard, or an AR layer that avoids height/speed do not constitute support for risky play in early childhood: it is child calibration with Sandseter categories, risk≠hazard and adult co-presence.
Leer artículo completoArtificial intelligence and loose parts play / open-ended materials in early childhood education
A chatbot that “suggests constructions” or “loose parts ideas,” a GenAI generator of provocations by prompt, a CV system that scores “creativity,” an AR layer that guides arrangement, or an “open-endedness score” dashboard do not constitute support for loose parts play in early childhood: it is situated practice with open-ended physical materials, child agency, extended time, peers and adult co-presence.
Leer artículo completoArtificial intelligence and environmental education / sustainability in early childhood education
An “eco-tips” chatbot or “green classroom” plans, an app scoring “green footprint,” computer vision of “sustainable acts,” or a prompt-based environmental-unit generator do not constitute early childhood environmental education: it is situated care of place, sensory nature exploration, everyday habits and adult mediation (ECEfS / nature pedagogy).
Leer artículo completoArtificial intelligence and outdoor play / nature play / forest school in early childhood education
A chatbot that “teaches nature,” an AR identification app, an outdoor-minutes/green-score wearable or dashboard, a prompt-based outdoor-unit generator or a VR forest do not constitute support for outdoor play in early childhood: it is situated practice with body outdoors, peers, real materials and adult co-presence.
Leer artículo completoArtificial intelligence and symbolic play / pretend play in early childhood education
A role-playing chatbot, a pretend-play script app, an autonomous voice agent directing roleplay, computer vision scoring “symbolic-play quality,” or a prompt-based dramatic-play unit generator do not constitute support for symbolic play in early childhood: it is situated peer practice with open-ended objects, metacommunication and adult scaffolding (teleoperated StoryCarnival = peripheral contrast).
Leer artículo completoArtificial intelligence and spatial reasoning / spatial language / block play in early childhood education
A chatbot that “teaches spatial,” a puzzles app scoring “spatial ability,” computer vision of construction “complexity,” or a prompt-based spatial-training unit generator do not constitute support for spatial reasoning in early childhood: it is situated block play, spatial language, gestures and human scaffolding.
Leer artículo completoArtificial intelligence and early scientific inquiry in early childhood education
A STEM/5E chatbot, a sensor or computer vision scoring curiosity or engagement, or an experiment-script generator from a prompt do not constitute early scientific inquiry: in early childhood it is situated practice of observation, experimentation with real materials and adult mediation at the science table.
Leer artículo completoVirtual Assistants at Work: The Impact of Copilot AI
This article analyzes how AI-powered virtual assistants are transforming the workplace, enhancing productivity and redefining human interactions.
Leer artículo completoAI in Finance: Fraud Detection, Scoring, and Banking Assistants
This article analyzes the impact of artificial intelligence in the financial sector, focusing on fraud detection, credit scoring, and the implementation of banking assistants.
Leer artículo completoFine-tuning Models: When to Train Your Own Model and When Not To
This article analyzes the fine-tuning process of artificial intelligence models, discussing when it is beneficial to train your own model and when it is better to use pre-trained models.
Leer artículo completoArtificial intelligence and joint attention in early childhood education
An eye-tracking system that marks “correct/incorrect” if the child follows the gaze, a social robot with RJA/IJA prompts, or CV that scores joint visual attention do not constitute pedagogical joint attention: at ages 0–6 it is situated triadic practice, serve-and-return and mediation of shared focus.
Leer artículo completoArtificial intelligence and the quality of adult–child interactions in early childhood education
A CLASS video scorer, a “respond now” wearable, or a conversational-turn classifier does not constitute pedagogical–relational interaction quality: early process quality is sensitivity, reciprocity and scaffolding (serve-and-return; CLASS ES/CO/IS; OECD Starting Strong).
Leer artículo completoArtificial intelligence and artistic creativity in early childhood education
An app that completes the child’s drawing, an image generator from a prompt, or a creativity scorer does not constitute artistic creativity: in early childhood it is process art, material–bodily exploration and teacher mediation, not an output or a score.
Leer artículo completoArtificial intelligence and motor development in early childhood education
A pose-estimation system that scores a jump or run as “correct/incorrect,” a motor-milestone wearable, or an FMS-from-video app does not constitute motor development: in early childhood it is situated practice of locomotion, object control and stability in mediated active play.
Leer artículo completoArtificial intelligence and emergent literacy in early childhood education
A PEER/CROWD dialogic-reading chatbot, a prompt-based story generator, or an app that marks letters or comprehension as “correct/incorrect” do not constitute emergent literacy: in early childhood it is situated practice of shared reading, print awareness and adult mediation in the book corner.
Leer artículo completoArtificial intelligence and music education in early childhood education
A pitch-correction app that marks singing as “correct/incorrect,” a lullaby generator from a prompt, or an affective-computing system that classifies musical engagement do not constitute music education: in early childhood it is situated practice of shared singing, rhythmic-body play and adult mediation.
Leer artículo completoArtificial intelligence and in-service teacher professional development in early childhood education
A prompt course, a webinar, a badge or AI-generated microlearning does not constitute teacher professional development in a kindergarten: effective TPD in early childhood is inquiry situated in practice with peers and accompaniment, not consumption of automated content.
Leer artículo completoArtificial intelligence and executive functions in early childhood education
A cognitive training app, an adaptive game that scores attention or a model that classifies impulsivity do not develop executive functions in a 3–6 kindergarten: EFs are inhibitory control, working memory and cognitive flexibility built through shared play, conversation, mediated waiting, movement and adult scaffolding on real everyday conflicts; not digital drill or algorithmic attention scoring.
Leer artículo completoArtificial intelligence and early mathematical literacy in early childhood education
An app that drills counting, a chatbot that poses problems or a model that personalizes worksheets do not constitute numeracy in a kindergarten: early numeracy is embodied number sense, comparison, composition–decomposition and mathematical conversation, not digital drill.
Leer artículo completoArtificial intelligence, early STEM and educational robotics in early childhood education
A programmable robot kit, a block app or a model that suggests STEM challenges do not constitute a STEM experience in a kindergarten: early STEM is bodily, material inquiry shared with adults, not interface training.
Leer artículo completoUniversal Design for Learning and artificial intelligence in early childhood education
A platform that personalizes, an accessibility dashboard or a model that adapts content does not constitute UDL: UDL is design of barriers in advance with the adult as designer of the environment, not an algorithmic adjustment on a classified child.
Leer artículo completoArtificial intelligence and formative assessment in early childhood education
A progress dashboard, a continuous score or a model that diagnoses the child does not constitute formative assessment in a kindergarten: formative assessment in early childhood is the adult’s situated judgement in the process—feedback, activity adjustment, a view of the group—not a board that classifies.
Leer artículo completoArtificial intelligence and oral language and narrative development in early childhood education
A generated story, a chatbot that “converses,” or a speech-correction app does not constitute oral-language mediation: at ages 3–6, speech is situated dialogue, listening and expansion by the adult, not a model output.
Leer artículo completoArtificial intelligence and young children's participation in early childhood education
A “feedback” button, an avatar that “consults” the child or a model that summarises their opinion does not constitute child participation: in early childhood education, participation is agency, situated listening and shared decision-making with responsible adults, not an input captured by an interface.
Leer artículo completoArtificial intelligence and everyday lesson planning in early childhood education: a model-generated lesson plan does not constitute pedagogical planning
A model-generated lesson plan, a ready-made sequence or a prompt that produces circle time does not constitute pedagogical planning: in early childhood education, planning is group observation, situated decision and in-the-act adjustment, not a textual artefact generated a priori.
Leer artículo completoSecurity of AI Systems: Jailbreaks, Prompt Injection, and Hallucinations
An analysis of the risks associated with artificial intelligence systems, including jailbreaks, prompt injections, and hallucinations.
Leer artículo completoArtificial intelligence and family–school communication in early childhood education
A notice chatbot or an automatic digest of the day does not constitute pedagogical family–school communication: that communication is situated dialogue among adults responsible for the child, not a generated feed.
Leer artículo completoArtificial intelligence and social-emotional learning in early childhood education
An emotions chatbot, an affect detector or an app that names feelings does not constitute SEL in kindergarten: SEL at ages 3–6 is situated interaction, co-regulation and play, not face classification or dialogue with a model.
Leer artículo completoArtificial intelligence and free play in early childhood education
A gamified app, a robot that directs turns, or a model that suggests playful activities does not constitute free play: play at ages 3–6 is the child’s initiative, open temporality and the absence of an imposed product, not an AI-optimised sequence.
Leer artículo completoArtificial intelligence and the preschool-to-primary transition
A school-readiness score or a model that predicts preparedness for primary school does not constitute a pedagogical transition: the passage at ages 3–6 is a relational process of children, families and teachers, not an algorithmic threshold.
Leer artículo completoPedagogical leadership and the direction of early childhood centres in the face of artificial intelligence
Buying a licence, naming an AI lead or circulating an internal memo does not constitute pedagogical leadership in a kindergarten: leadership is played out in protecting play time, educators’ judgement and children’s rights.
Leer artículo completoMultimodality in AI: Text, Image, and Audio in a Single Model
This article analyzes the integration of text, image, and audio in artificial intelligence models, highlighting its potential in education and business.
Leer artículo completoInitial teacher education and artificial intelligence in early childhood: a prompt module does not prepare the kindergarten teacher
An AI module does not prepare the kindergarten teacher if it only teaches prompts: intention to use and self-reported AI-TPACK are not didactic judgement in initial teacher education.
Leer artículo completoAI and Employment: Which Tasks It Automates and Which It Enhances
This article analyzes how artificial intelligence is transforming the labor market by automating certain tasks and enhancing others, as well as its impact on the future of employment in Latin America.
Leer artículo completoComputer Vision: From Image Classification to Real-Time Detection
This article explores the evolution of computer vision from image classification to its application in real-time detection, highlighting its impact on education and business.
Leer artículo completoPedagogical documentation and artificial intelligence in early childhood education: observation, portfolios, and the risk of replacing the adult's gaze
AI can transcribe and tag the early childhood classroom; it does not document in the pedagogical sense without situated adult interpretation. The risk is not only extracting data: it is that what the adult no longer looks at ceases to count as documentation.
Leer artículo completoArtificial intelligence and teacher well-being in early childhood and basic education: workload, automation, and the risk of intensifying the profession
There is not sufficient evidence to claim that AI reduces burnout or “returns time to the classroom” in early childhood and basic education: it can reorganize teachers’ work and, at times, intensify it.
Leer artículo completoArtificial intelligence and early childhood education in low-connectivity contexts
Without connectivity, energy and technical support, educational AI does not arrive late in rural kindergartens and basic schools: it arrives as inequality. Innovation that presupposes broadband, a device and the cloud is realized where a network already exists.
Leer artículo completoArtificial intelligence, multilingualism, and early childhood education: linguistic bias, minoritized languages, and the risk of English-only AI literacy
Artificial intelligence is not linguistically neutral. A system trained mainly in English can widen language inequality in early childhood and basic education: Spanish scores below English, Indigenous languages operate with high-error ASR, and AI literacy that only works in English is not literacy.
Leer artículo completoAcademic integrity and generative artificial intelligence in basic education: authorship, evidence of learning, and the limits of detection
The arrival of generative text models has shifted academic integrity toward a problem of evidence: if a system can produce the artifact the school grades, what counts as proof that a child learned? In basic education the problem is not hunting cheats with a detector, but not evaluating a text without a subject.
Leer artículo completoPrivacy, consent, and datafication in the early childhood and basic education classroom
Educational artificial intelligence is often announced as classroom personalization. This article advances a restrictive thesis: in early childhood and basic education that personalization does not operate without cost, because it extracts voice, image, and behavior from girls and boys who cannot give informed, free, and reversible consent.
Leer artículo completoArtificial intelligence literacy in basic and early childhood education
AI literacy in basic and early childhood education is not using ChatGPT in class: it is a curriculum of ideas (data, pattern, prediction, limit, agency) compatible with the age-13 threshold for independent generative conversation.
Leer artículo completoArtificial intelligence and inclusion in early childhood: assistive technologies, algorithmic bias, and the risk of displacing the specialist
AI does not include by itself in early childhood: it can expand communicative access as assistive technology and, at the same time, medicalize, bias voices and languages, or displace the specialist and the support teacher.
Leer artículo completoTeacher competence in artificial intelligence for early childhood education: translating the UNESCO framework into kindergarten
UNESCO’s AI competency framework for teachers does not transfer to kindergarten as a tools workshop: it must be translated into play, observation, documentation, care, and inclusion, and anchored in empirical evidence without promising that AI improves development.
Leer artículo completoParental mediation of artificial intelligence: educating children between coviewing, mind attribution and ethical limits
Educating children in AI is not giving them ChatGPT: it is parental mediation of coviewing, talk, limits, privacy, and literacy. The home is the first scene of mind attribution to machines; the evidence does not show that AI develops the child.
Leer artículo completoGenerative artificial intelligence in early childhood education: scaffolding play, oral language and ethical limits of algorithmic mediation
A doctoral synthesis of how play and oral language can be scaffolded when generative artificial intelligence enters early childhood education. Drawing on seventeen studies from 1995–2021, PopBots (n=80, ages 4–7), AI robotic toys in the 2020 Australian lockdown (n=5) and child-agent interaction (n=26, ages 3–10), it argues that algorithmic mediation is defensible only when subordinated to the adult, to relational pedagogy and to the age limit on independent conversations with generative platforms.
Leer artículo completoLarge Language Models (LLM): How They Work Internally
A deep analysis of the internal workings of large language models and their impact on education and business.
Leer artículo completoAI in Education: Personalized Tutors and Adaptive Assessment
We explore the impact of artificial intelligence in education through personalized tutors and adaptive assessment.
Leer artículo completoAI Chatbots in Customer Service: Conversational Design and Metrics
This article analyzes the impact of AI chatbots in customer service, focusing on conversational design and effectiveness metrics.
Leer artículo completoArtificial Intelligence Agents: Architecture, Memory, and Autonomy
This article analyzes the structure and function of artificial intelligence agents, emphasizing their architecture, memory capacity, and levels of autonomy.
Leer artículo completoThe Token Economy: Optimizing Prompts to Spend Less
Efficient use of tokens in artificial intelligence can reduce costs and enhance the effectiveness of prompts.
Leer artículo completoAI Interfaces: From Prompts to Task-Executing Agents
An analysis of the evolution of artificial intelligence interfaces, from simple prompts to autonomous agents that perform complex tasks in various environments.
Leer artículo completoAI and Cybersecurity: Automated Defense and Attack
This article explores the impact of artificial intelligence on cybersecurity, analyzing its applications in automated defense and attacks.
Leer artículo completoVoice Agents: Phones That Answer Themselves with AI
This article reviews the scientific state of the art of voice agents in telephony, with verified sources published between 2021 and 2024, and their future in communication.
Leer artículo completoEducational Gaps in Artificial Intelligence Learning in Classrooms: A State-of-the-Art Review
The incorporation of artificial intelligence (AI) into classrooms has opened a new family of educational inequalities that transcends the classic digital divide. This article presents a state-of-the-art review (2021-2026) of educational gaps in AI learning,…
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