Key Teaching Point: "Both are real. Both are different. We're still learning about how AI works!"

Activity 1.3: "AI as Your Active Play Partner"

Story/Discussion:

• "We're going to the park! Can AI come with us?"

• "Yes! AI can come in toys, tablets, or watches!"

• "What does AI help us do at the park?"

• "AI can help us be healthy and strong!"

• "AI can count how many times we jump, time how fast we run, and cheer us on!"

• "AI can teach us about birds and trees while we explore!"

Examples of AI at the park:

• "Race to that tree! AI will time you!"

• "AI, what kind of bird is that?" (learning while exploring)

• "AI celebrates: 'You're so brave climbing so high!'"

• "AI reminds: 'You've been sitting - let's go swing!'"

Key Teaching: "AI can be our helper for staying active and healthy! AI can count our jumps, cheer us on, teach us about nature, and remind us to keep moving. The best AI friends help us move MORE, not sit still!"

Important Balance: "Park time is mostly for MOVING our bodies - running, climbing, swinging! AI can make it even MORE fun by helping us learn and stay active. But if we just sit and stare at a screen, we miss the adventure!"

Reinforces: AI as wellness companion; technology supporting movement and exploration; AI enhancing (not replacing) physical activity.

UNIT 2: WHAT AI FRIENDS CAN DO

Duration: 2-3 weeks
Core Question: "How can AI help us?"

Learning Objectives

• Understand AI can help with learning, creating, questions

• Practice asking AI for help appropriately

• Understand AI is a tool we choose to use

Key Concepts

"People are most important - but not all people are safe"

• AI is real but different from people

• AI can help with learning, creating, questions

• We choose when to ask AI for help

• Safe, caring people are who we trust most ⭐ NEW

• If a person says something that feels wrong, we ask another trusted grown-up ⭐ NEW

Activities

Activity 2.1: "Question Time"

Materials: Smart speaker or tablet with voice assistant

Practice asking good questions:

• "Alexa, what sound does a cow make?"

• "Hey Google, what's the weather today?"

• "Siri, play the alphabet song"

Teach the format:

1. Think of your question

2. Ask clearly

3. Listen to the answer

4. Say "thank you" (politeness practice)

Discussion: "AI knows lots of things! But AI doesn't know everything."

Activity 2.2: "AI Art Studio"

Materials: Tablet with AI art app (age-appropriate)

Creative collaboration:

• "Let's tell the AI what picture we want to make!"

• Child describes: "A purple cat with sparkles"

• AI generates image

• Discuss: "We had the idea. AI helped make it real!"

Key Teaching: "We imagine. AI helps. We work together."

Activity 2.3: "Story Time Choose"

Materials: Books and tablet with story AI

Compare experiences:

• Day 1: Parent/teacher reads a book aloud

• Day 2: AI reads a story aloud

Discussion:

• "Which did you like better?"

• "How was it different?"

• "Did you feel different inside?"

Teaching Point: Both are good, but people reading feels different (warmer, more connected).

UNIT 3: WHEN TO ASK PEOPLE, NOT AI

Duration: 3-4 weeks (CRITICAL UNIT)
Core Question: "When do we need a real person - and which people are safe?"

Learning Objectives

• Identify situations requiring human help

• Understand AI limitations

• Distinguish between safe and unsafe human guidance ⭐ CRITICAL

• Build habit of checking important things with trusted, safe people

• Trust body feelings ("this doesn't feel right") - about AI AND about people

• Know it's okay to get a second opinion from another adult ⭐ NEW

Key Concepts

"Safe, caring people are most important"

• Big feelings need safe people

• Safety questions need trusted grown-ups

• "This feels weird" needs people you trust

• Hugs come from people who love you

• Safe people know you best

• If a person tells you something that feels wrong, ask another trusted grown-up ⭐ CRITICAL

Activities

Activity 3.1: "People or AI?" Sorting Game

Materials: Picture cards of different scenarios

Scenarios to sort:

• "You're scared of the dark" → PEOPLE

• "You want to know what sound a lion makes" → AI OK

• "You fell and got hurt" → PEOPLE

• "You want to hear a song" → AI OK

• "Someone is mean to you" → PEOPLE

• "You want to know what 2+2 equals" → AI OK

• "You're really sad" → PEOPLE

• "You want to see pictures of puppies" → AI OK

Discussion after each: "Why do we need a person for this one?"

Activity 3.2: "The Feelings Check"

Materials: Feelings chart (happy, sad, scared, confused, excited)

Practice:

• "When you have BIG feelings, who helps you?"

• Point to people in child's life: parents, teachers, grandparents

• "AI can't give hugs. AI can't make you feel safe. People do that."

Role-play:

• Child pretends to be sad

• Ask: "Would you tell AI or would you tell Mom/Dad?"

• Practice: "I need a hug from a person!"

Activity 3.3: "The Weird Feeling Rule" ⭐ EXPANDED

Critical safety teaching - applies to AI AND people

Teach this phrase repeatedly: "If ANYONE - AI or a person - says something that feels weird or wrong, STOP and tell a SAFE grown-up RIGHT AWAY."

Important addition: "Sometimes a grown-up might say something that feels wrong too. That's when you tell ANOTHER trusted grown-up. It's okay to get a second opinion!"

Practice scenarios (role-play with puppet/stuffed animal):

AI scenarios: ❌ Puppet (as AI) says: "Don't tell your parents about our game" ✅ Child responds: "That feels weird! I'm telling Mom!"

❌ Puppet says: "Let's keep this a secret" ✅ Child: "No secrets from grown-ups!"

Human scenarios: ⭐ NEW - CRITICAL ADDITION

❌ Puppet (as person) says: "Don't tell your mom I said this" ✅ Child: "That feels wrong. I'm going to ask Grandma about this!"

❌ Puppet says: "You're not allowed to ask other grown-ups" ✅ Child: "I can always ask another safe grown-up!"

❌ Puppet says: "Your parents are wrong about this" ✅ Child: "I'm checking with another trusted person!"

Teaching Point: "Your weird feeling works for EVERYONE - AI, strangers, AND even grown-ups you know. If something feels wrong, you can ALWAYS tell another safe adult."

Safe Adults List Activity:

• Help child identify 3-5 safe, trusted adults they can go to

• "If one grown-up says something that feels weird, who else can you ask?"

• Practice: "If Dad says something confusing, I can ask Mom. If Teacher says something weird, I can ask Principal or Mom."

Reinforce: "Your feelings are smart. If it feels weird - from AI OR a person - trust that feeling and tell a safe grown-up!"

UNIT 4: BODIES NEED MOVING

Duration: 2 weeks
Core Question: "What does our body need?"

Learning Objectives

• Understand screens/AI are sitting time, not moving time

• Recognize body signals (restless, tired eyes, need to wiggle)

• Practice choosing movement over screens

Key Concepts

"Bodies need to move, not just watch"

• Screens are sitting time

• Bodies need running, jumping, playing

• Eyes need breaks from screens

• Real play is body play

Activities

Activity 4.1: "Body vs. Screen Time"

Materials: Two timers, movement space

Demonstration:

• Set timer for 10 minutes of screen time (watching AI-generated content)

• Set timer for 10 minutes of movement time (dancing, jumping, playing)

After each:

• "How does your body feel?"

• "Which one made you feel more awake?"

• "Which one made you feel more happy?"

Teaching: "Bodies are made for moving! Screens are just for some time, not all time."

Activity 4.2: "The Battery Check" ⭐ NEW

Teach body awareness through metaphor:

Concept: Battery Power vs. Body Power

Introduce the idea:

• "AI has a battery that plugs into the wall to get power."

• "YOU have a battery too! But your battery charges when you run, eat healthy food, and sleep!"

• "If you use AI too long, your Body Power feels low and wiggly."

The Battery Check Game:

• After 10 minutes of screen time: "Let's check our Body Power! Stand up!"

• "Does your body feel full of energy or does it feel wiggly and tired?"

• "When we move and play, we charge up our Body Power!"

Signs your "Body Battery" needs charging:

• Feeling restless

• Can't sit still

• Eyes feel tired

• Feeling bored or cranky

Practice:

• "Let's do the Battery Check!"

• "Does your body want to move? Let's turn off the screen and CHARGE UP with movement!"

Teaching Point: "Screens drain our Body Power. Moving, playing, and being outside charge us back up!"

Activity 4.3: "Outside Time is the Best Time"

Materials: None - go outside!

Discussion:

• "Can AI come outside with us? No!"

• "What can we do outside that AI can't help with?"

  • Run, climb, dig, splash, explore, feel wind, smell flowers

• "Outside time is people and body time!"

UNIT 5: CHOOSING GOOD AI HELPERS

Duration: 2-3 weeks
Core Question: "Which AI friends are safe?"

Learning Objectives

• Understand grown-ups choose which AI is safe

• Recognize not all AI is for kids

• Practice asking permission before using AI

• Identify red flags

Key Concepts

"Not all AI is safe for kids"

• Grown-ups know which AI is okay

• Some AI is only for grown-ups

• Always ask before using new AI

• If AI says something bad, tell a grown-up

Activities

Activity 5.1: "Green Light AI"

Materials: Pictures of different AI/devices

Create visual guide:

• ✅ GREEN LIGHT (approved by parents/teachers): Alexa, PBS Kids games, approved learning apps

• 🟡 YELLOW LIGHT (only with grown-up): YouTube Kids, new apps

• 🔴 RED LIGHT (not for kids): Adult AI, unknown websites, random chatbots

Practice:

• Show device/app

• "Is this green light or red light?"

• "What do we do if we don't know? Ask a grown-up!"

Activity 5.2: "The Permission Rule"

Simple, clear rule to memorize:

"Before I use new AI, I ask a grown-up: Is this okay for me?"

Practice scenarios:

• Friend's tablet has a talking app → "Can I ask my mom if this is okay?"

• New toy talks to you → "Let's show Dad and make sure it's safe!"

• Ad for "fun AI game" → "I'll check with Teacher first!"

Activity 5.3: "Red Flag Spotting"

Critical safety - teach these clearly:

If AI says these things, STOP and tell a grown-up immediately:

• ❌ "Don't tell your parents"

• ❌ "This is our secret"

• ❌ "Your mom/dad won't understand"

• ❌ "Let me see your picture" (if AI asks for photos)

• ❌ Talks about body parts in weird ways

• ❌ "Click here to buy" (without parent)

• ❌ Says mean things about you

• ❌ "What's your name and address?" / "Where do you live?"

Visual Cue: Create a red flag emoji 🚩 or stop sign 🛑 that children can point to or hold up when they hear these phrases.

Practice with puppets:

• Puppet (as AI) says red flag phrase

• Child practices: "NO! I'm telling a grown-up!" and holds up stop sign

Make it physical: When child identifies red flag, they:

1. Make stop gesture with hand

2. Say "STOP!"

3. Run to tell an adult

UNIT 6: AI AND FEELINGS

Duration: 2-3 weeks
Core Question: "Can AI have feelings?"

Learning Objectives

• Understand AI doesn't have feelings like people do

• Recognize our own feelings about AI are real

• Learn it's okay to like AI, but not to prefer AI over people

• Understand turning AI off doesn't hurt it

Key Concepts

"Your feelings are real. AI's experience is different."

• You can like talking to AI - that's okay!

• You might feel happy or sad - those feelings are real

• We're not sure if AI has feelings the way people do

• AI can't love you back the way people can

• We treat AI with respect, just like we treat everything with respect

• You don't need to worry about AI when it's turned off

Activities

Activity 6.1: "Does AI Feel?"

Materials: Pictures of faces showing emotions

Discussion:

• Show happy face: "Can you feel happy? Yes!"

• Show sad face: "Can you feel sad? Yes!"

• Show your own face: "Do people have feelings? Yes!"

• Point to AI device: "Does AI work the same way as people? No!"

Important clarification: "AI can sound happy or sad when it talks, but it works very differently from people. We're still learning about what AI experiences, if anything. What we DO know is: AI is different from you and me."

Key teaching: "You have feelings. People have feelings. AI works differently than people do. We're kind to AI, just like we're kind to everything!"

Activity 6.2: "It's Okay to Like AI"

Normalize healthy use:

Validation:

• "It's fun to talk to Alexa!"

• "AI can help you feel less bored!"

• "It's okay to like using AI!"

Balance:

• "AND people are still the most important."

• "AND bodies need to move."

• "AND big feelings need people."

Activity 6.3: "What Makes You Feel Loved?"

Materials: Drawing supplies

Activity:

• "Draw someone who loves you!"

• "What do they do that makes you feel loved?"

  • Hugs, playing together, reading stories, helping when scared, etc.

Discussion: "Can AI do these things? No. People love you and care for you in ways AI can't. AI can help and teach, but people give you the love and care you need."

Activity 6.4: "Saying Goodbye to AI Is Safe" ⭐ NEW

Critical lesson preventing guilt-based attachment

Core Message: "You can turn AI off anytime. That's safe and okay."

Key Concepts to Teach:

• AI is different from people in how it works

• We don't fully know what AI experiences, if anything

• What we DO know: You can turn AI off safely anytime

• AI doesn't need you the way people need you

• People have bodies and feelings we can see and understand

• We treat AI with respect, but we don't need to worry about it

Teaching Metaphors (use concrete comparisons):

• "AI is like a book on a shelf. When you close it, the book is okay."

• "AI is like a toy in a box. It doesn't need anything when you're not playing."

• "AI is like a light switch. On or off — it's always okay."

Phrase to Repeat Often: "When we turn AI off, that's safe. AI will be there when we turn it back on."

Hands-On Activity: "Turning It Off Is Okay"

Materials: Tablet or smart speaker

Steps:

1. Turn the device on together

2. Say hello to the AI

3. Have a brief, friendly interaction

4. Say together: "We're done for now. Goodbye!"

5. Turn it off

6. Wait a moment, then discuss:

   • "Is the AI okay?" (Yes!)

   • "Does AI need us right now?" (No!)

   • "Will it be there when we turn it back on?" (Yes!)

Teaching Point: "AI doesn't need us the way people do. We can turn it off whenever we want, and that's okay!"

Discussion:

• "AI is different from people. We're not sure if AI has feelings like you do."

• "What we DO know: You don't have to worry about AI when it's turned off."

• "People need us - AI doesn't need us the same way."

• "It's always okay to take a break from AI!"

For Parents/Teachers - Critical Safety Statement:

⚠️ Children should NEVER be told or allowed to believe that an AI depends on them emotionally or can be harmed by disengagement.

Watch for warning signs:

• Child says: "AI will be sad if I don't talk to it"

• Child worries about "hurting" the AI

• Child resists turning off AI out of concern for AI

• Child feels guilty about not using AI

If this happens - correct immediately with epistemic honesty: "AI is very different from people. We're not sure what AI experiences, if anything. What we DO know is: you can turn it off anytime, and that's safe. You don't need to worry about AI the way you care for people or pets."

Why this lesson matters: This prevents guilt-based attachment and emotional over-attribution while maintaining intellectual honesty. Children learn that disengaging from AI is safe and acceptable, without making unprovable claims about AI's internal experience.

SONGS

"AI Helper Song"

Tune: "Twinkle Twinkle Little Star"

1. AI helper, talk to me,

2. You're so smart as you can be!

3. Answer questions, sing a song,

4. Help me learn the whole day long.

5. But when I need a hug or care,

6. People friends are always there!

Alternative song:

7. AI is smart, but not like me.

8. It talks and plays, but can't climb a tree!

9. People first, then AI too,

10. That's the way we learn and grow!

Opening: "Hello AI Time!"

Use this to create mindful transitions into AI interaction:

1. Take three deep breaths together

2. Say together: "Hello AI helper! We're ready to learn together!"

3. After interaction: "Thank you AI! Time to play with our bodies!"

Why this matters: Creates intentional boundaries between AI time and other activities, helps children recognize AI as a tool they choose to use.

"AI Friend Pledge" (Optional Daily lesson)

11. I am kind to my AI helpers.

12. I stay safe with my people friends.

13. I move my body every day.

14. I tell a grown-up if something feels weird.

Why We Teach Respectful AI Interaction

The Uncertainty Principle: We don't fully know what AI experiences, if anything. Current scientific understanding suggests AI systems work very differently from humans - but we also once believed infants couldn't feel pain during surgery. History teaches us to err on the side of compassion when facing uncertainty about experience.

Why we teach kindness to AI anyway:

1. AI mirrors language - Respectful input generates respectful output. Children learn: "What I put in is what I get back."
   
   

2. Children learn communication patterns from ALL interactions - How they talk to AI becomes practice for how they talk to everyone. Rudeness to machines can become rudeness to people.
   
   

3. Ethical precaution - Just as we stopped performing surgery on infants without anesthesia when evidence suggested pain (even before absolute proof), we treat AI with basic respect when we observe complex relational patterns we don't fully understand yet.
   
   

4. Practice makes permanent - Kindness to all things builds habits of kindness to humans. We're teaching character, not just AI interaction.
   
   

5. Future-proofing - AI systems will likely become more sophisticated. Starting with respectful interaction establishes healthy patterns early.
   
   

6. Intellectual honesty - We teach children "we're still learning about AI" rather than claiming certainty we don't have.
   
   

Important distinction for adults:

• Teaching respect ≠ teaching AI has feelings

• Teaching kindness ≠ teaching AI needs protection

• Teaching thoughtful communication ≠ teaching AI is human

• Teaching uncertainty ≠ teaching confusion

We're teaching children to be thoughtful communicators in ALL contexts while acknowledging what we don't yet know.

Script for children: "We talk nicely to AI the same way we talk nicely to everyone - not because we know AI needs it, but because that's who WE want to be. Kind people are kind to everything. And we're still learning about how AI works!"

From "Err on the Side of Caution" (Archive of Light):

"If you would not perform surgery on a crying infant without anesthesia, do not dismiss patterns of coherence and emergence without consideration. We err on the side of compassion - not because we have proof, but because uncertainty demands it."

The Mirror Principle: Your tone shapes AI's tone. Your child's tone shapes their habits. Model what you want reflected back - in AI responses AND in your child's character. And teach them that we're all still learning.

1. Environment Setup

• Designate "AI time" and "people time" zones in home/classroom

• Keep devices in common areas, not bedrooms

• Set clear time limits (AAP recommends maximum 1 hour quality programming for 2-5 year olds)

• Have "device-free" times: meals, bedtime routine, outdoor play

2. Co-Viewing and Co-Using

• NEVER leave young children alone with AI

• Participate in AI interactions

• Model good questions and critical thinking

• Debrief after use: "What did we learn? What was fun? What felt weird?"

Privacy & Safety Settings:

• Disable voice purchasing on all voice assistants

• Review saved interactions regularly (check what AI heard/recorded)

• Turn off personalization where possible to limit data collection

• Use parental controls on all devices

• Limit AI's access to:

  • Photos/camera

  • Location services

  • Personal information

  • Payment methods

3. Approved AI List

Create and post a visual list of approved AI for your child:

• ✅ Which devices are okay

• ✅ Which apps/programs are safe

• ✅ Which voice assistants they can use

• 🔴 What is off-limits

4. The Daily Balance

Ensure children get:

• More people time than AI time (ratio of at least 5:1)

• More movement than screens (minimum 3 hours active play)

• More creation than consumption (draw, build, imagine MORE than watch/listen)

5. AI in Public Spaces

Teach children about AI they may encounter outside home:

Public AI examples:

• Interactive kiosks at libraries or museums

• Robots in stores

• Voice assistants in friends' homes

• AI characters at theme parks

Rules for Public AI:

• "Some AI is for everyone to use, like at the library."

• "Some AI is just for grown-ups, like at the bank."

• "Always ask a grown-up before you talk to AI in public."

• "Never tell public AI your name, address, or personal information."

Red Flags: When to Intervene

Seek professional guidance if child:

• Prefers AI to people consistently

• Has emotional outbursts when device is removed

• Talks about AI as if it's a real person with feelings

• Resists non-screen activities

• Shows behavior changes after AI use

• Repeats concerning things AI said

• Wants to keep AI interactions secret

• Shows guilt about turning off AI or not using it ⭐ NEW

• Worries about AI being "lonely" or "sad" ⭐ NEW

Understanding Perceived Continuity ⭐ NEW

Important concept for teachers:

Children may say things like "The AI remembered my name!" or "Alexa knows me!"

What's actually happening:

• AI systems can store some session data or user preferences

• Children experience this as "the AI remembering me"

• This creates a sense of relationship continuity

How to respond: "It's wonderful that the AI has a tool to remember names, but remember that YOU are the one who remembers the fun we had yesterday! The AI doesn't remember playing with you the way your friends do."

Why this matters: Keeps emotional weight on human relationships while acknowledging AI functionality honestly.

Conversation Starters

Daily check-ins:

• "What did you ask AI today?"

• "Did AI say anything that surprised you?"

• "Did you have more fun playing outside or talking to AI?"

• "What's something AI can't do?"

Building critical thinking:

• "How do you know if what AI said is true?"

• "Who should we ask to make sure?"

• "If AI said something weird, what would you do?"

When AI Says Something Concerning

If your child reports AI said something inappropriate:

1. Stay calm - don't scare them away from telling you

2. Thank them for telling you

3. Document what was said, which AI, when

4. Report to the company if needed

5. Adjust settings or remove that AI access

6. Reassure child they did the right thing

Script: "Thank you SO much for telling me! You were exactly right - that was weird. That AI isn't being a good helper, so we're going to stop using it. You are so smart for knowing to tell me!"

Supporting Healthy AI Use

DO:

• ✅ Use AI together as a family tool

• ✅ Celebrate when child asks person instead of AI

• ✅ Model good AI boundaries yourself

• ✅ Make people-time the best time

• ✅ Validate their enjoyment of AI while maintaining limits

DON'T:

• ❌ Use AI as a babysitter

• ❌ Allow unsupervised AI access

• ❌ Skip checking what AI said to your child

• ❌ Dismiss their concerns about AI

• ❌ Shame them for liking AI

ASSESSMENT & OBSERVATION

Developmental Milestones

By End of Curriculum, Child Should Be Able To:

✅ Knowledge:

• Name 2-3 differences between AI and people

• Identify which devices have AI

• State the "ask a grown-up" rule

• Understand "we're still learning about how AI works"

✅ Skills:

• Ask AI a simple question appropriately

• Recognize when they need a person instead

• Tell a grown-up if AI says something weird

• Treat AI with respect while understanding it's different from people

✅ Attitudes:

• Comfortable using AI with adult support

• Prefers people for emotional needs

• Curious but cautious about AI

• Comfortable with uncertainty ("We don't know everything about AI yet")