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Building a real-time AI tutor for 5-year-olds
181–190 of 460 posts
Re: Building a real-time AI tutor for 5-year-olds
#182I would argue that effective tutoring is going to have to factor in the child having regular breaks. Staring at an object a short distance away for prolonged periods will effect their eyesight, and they also need some kind of movement for other physiological reasons.
Re: Building a real-time AI tutor for 5-year-olds
#183Screen time is fundamentally bad for a five year old regardless of the content.
Why?
Re: Building a real-time AI tutor for 5-year-olds
#184I'm torn about this. I primarily think that a a kid who won't pick books is a failure of the family of not noticing their interests. When i noticed my oldest 3 yr old was obsessed about cars, i bought him a car encyclopedia. He probably could not read most words or did not understand them. But pretty soon he was telling me about car models that i did not even recognize myself. And as i saw interests, i kept feeding t…
Children are going to witness or experience violence at some point or ask questions about it. They will probably see some at school. I think it depends when and how you introduce it. For example, there is a heavy focus on refugees in western schools and media, but at some point a child is eventually going to have to ask what refugees are running from. (Torture and violence.) It's hard to avoid discussing violence in the context of history, or even when bullying comes up.
Re: Building a real-time AI tutor for 5-year-olds
#185Re: Building a real-time AI tutor for 5-year-olds
#186What are your thoughts about children in a Sudbury School model? These are democratic schools where children can do what they like in the day. Mostly they choose to play with other kids, games of imagination, though also doing screen time. One of the basic principles is that children figure out what they want to do and the learning comes along with it; the model views adults wanting children to learn something specif…
Hi! I'm Elizabeth (one of the co-founders of Ello). This is an interesting question. I actually think there is more overlap than people might assume, but it's a bit more because adaptability to various approaches to learning is part of the point. While I'm not deeply familiar with the Sudbury School model, I think there are various approaches to teaching kids that are successful because different approaches serve dif…
>> children figure out what they want to do and the learning comes along with it; the model views adults wanting children to learn something specific as generally counterproductive
> One thing AI is uniquely good at is meeting learners where they are
What if the AI wanted children to learn something specific? Able to patiently await an opportune moment. Able to blend it invisibly into other material. Able to subtly check and correct understanding.
Long term, one possibility is AI enabling a massive implicit curriculum. "[A]dults wanting children to learn" about say street crossing might be counterproductive... but funny how, at opportune times, some random stories just happen to include crossing a street, and do formative assessment, and happen to, quietly and eventually, cover and reinforce the associated learning objectives.
Take How the Piloses Evolved Skinny Noses, a children's picture book inoculation against natural selection misconceptions. It could merely be a book on a shelf. Or the AI might introduce or provide the book at an opportune moment. Or the book's approach itself might be dissolved and blended into other content.
So some story is explicitly about Fido going for a walk. But implicitly, it covers some aspect of safely crossing a street, and street lights as a communication device, and of concrete crack propagation, and tick precautions, and natural selection, and ...
Science is a richly interwoven tapestry of stories... but we basically never teach it like that. Even if such material was gathered, which pre-AI was absurdly implausibly demanding of domain expertise, it would largely be beyond the capability of an individual tutor to compellingly and adaptively deliver. But with AI?
Re: Building a real-time AI tutor for 5-year-olds
#187Uniting children with the machine god, what could ever go wrong?
Re: Building a real-time AI tutor for 5-year-olds
#188This is bad and you should feel bad about it. What the actual F? You can't be real man. Yeah, lets just monetize kids and ruin their lifes. What a great idea!
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Re: Building a real-time AI tutor for 5-year-olds
#189I'm torn about this. I primarily think that a a kid who won't pick books is a failure of the family of not noticing their interests. When i noticed my oldest 3 yr old was obsessed about cars, i bought him a car encyclopedia. He probably could not read most words or did not understand them. But pretty soon he was telling me about car models that i did not even recognize myself. And as i saw interests, i kept feeding t…
> At some point, you need to watch out for cynical/nasty series. In fact, all of the books we purchase are ranked against peers they have read in the past, or those we know to actively avoid buying due to cynicism, sarcasm, or open disdain towards adults (Wimpy Kid).
This is interesting because when I was 7-8 my mum just recommended me whatever books she was reading, some of which were quite... adult in retrospect, and I turned out mostly well-adjusted.
Kids aren't LLMs, they know that what they're reading is fiction. Maybe reading something like that would be a fun way to start a conversation about it?
Re: Building a real-time AI tutor for 5-year-olds
#190I'm torn about this. I primarily think that a a kid who won't pick books is a failure of the family of not noticing their interests. When i noticed my oldest 3 yr old was obsessed about cars, i bought him a car encyclopedia. He probably could not read most words or did not understand them. But pretty soon he was telling me about car models that i did not even recognize myself. And as i saw interests, i kept feeding t…
Children are a lot less fragile than parents think they are.