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Artificial intelligence is entering Abu Dhabi’s education system.
But surprisingly, the youngest children are not being introduced to AI by sitting in front of a chatbot.
Instead, screen-free thinking comes first.
In September 2026, the Abu Dhabi Department of Education and Knowledge (ADEK) announced that its AI Literacy initiative is being advanced across more than 170 private schools, covering education from Kindergarten through Grade 12.
For early-years children, ADEK’s approach focuses on developing critical and logical thinking through age-appropriate, screen-free experiences. Direct interaction with AI tools comes later as children progress through school.
This raises an interesting question for parents:
If AI is becoming part of education, what should AI readiness actually look like for a preschooler?
When parents hear “AI literacy”, they may imagine children using ChatGPT, AI-powered apps or coding tools.
For a three-year-old, that isn’t necessarily the point.
ADEK’s new framework takes a progressive approach.
In the early years, children develop the underlying abilities that will eventually help them understand and use AI responsibly:
These are skills that can be developed through play, conversation and exploration without requiring a screen.
That distinction is important.
AI-ready children do not necessarily need more technology. They need strong thinking foundations.
Young children learn differently from older students.
A toddler can learn about size by physically comparing two blocks.
They can learn sequencing by arranging picture cards.
They can learn cause and effect by experimenting with water, sand or building materials.
They can develop language by talking to an educator.
They can learn collaboration by solving a problem with another child.
None of these experiences requires an AI tool.
And Abu Dhabi’s current AI education framework reflects this principle by keeping early-years AI learning centred on age-appropriate, screen-free experiences.
The goal is not to keep technology away from children forever.
It is to introduce it at the right developmental stage.
A nursery does not need an AI laboratory to prepare children for an AI-powered future.
A simple activity can build the same underlying skills.
Give children coloured blocks and ask them to continue a pattern.
Red. Blue. Red. Blue.
What comes next?
The child is developing pattern recognition and prediction.
Ask children to group objects according to colour, size or shape.
Then change the rule.
Now they have to rethink their decision.
This encourages flexible thinking.
Instead of simply reading a story, ask:
“What do you think will happen next?”
Then discuss why.
Children begin connecting information with possible outcomes.
Give children blocks and a simple objective:
“Can you build a bridge for the toy car?”
There may be several solutions.
Children experiment, fail, adjust and try again.
That is problem-solving in action.
A child asks:
“Why does the leaf fall?”
Instead of immediately giving the answer, an educator can ask:
“What do you think?”
The conversation becomes an opportunity to develop reasoning.
A recent study published in September 2026 examined early-childhood teachers’ perspectives on AI literacy in Abu Dhabi and Dubai.
The research found that early-childhood educators see potential for AI to support areas such as personalised learning and inclusion, while also identifying concerns around ethical issues, cultural fit and teacher training.
This highlights an important point.
Technology doesn’t automatically create better learning.
The educator decides how the learning experience works.
A teacher can turn a simple block activity into a lesson about:
The materials may be simple.
The thinking is not.
The new AI literacy direction gives parents another useful way to evaluate early-years environments.
Instead of asking only:
“Does the nursery use technology?”
consider asking:
Look for opportunities where children can:
Also ask how technology is used, if it is used at all.
Is it replacing hands-on learning?
Or is it supporting the educator without taking away from play and interaction?
The AI literacy announcement is part of a broader shift in Abu Dhabi’s approach to early childhood education.
Just days before the AI announcement, ADEK also announced the expansion of Al Ghad Nurseries, with capacity planned to reach 12,000 seats by 2029. The programme emphasises language, communication, social development and early identification of developmental needs.
Meanwhile, Abu Dhabi’s 2026 Emirati Children’s Day theme focuses on “The Right to Digital Knowledge”, reflecting the growing emphasis on helping children navigate a digital world responsibly while protecting their identity, privacy and wellbeing.
Together, these developments point towards a broader idea:
The future of early education isn’t simply about giving children access to more technology.
It is about giving them the skills to live, learn and think in a technology-rich world.
For a two- or three-year-old, AI literacy may look surprisingly ordinary.
It can look like:
A child building a tower.
A teacher asking why it fell.
Another child suggesting a different design.
The children trying again.
Someone noticing that a wider base makes the tower stronger.
They are not “using AI”.
But they are developing the kinds of reasoning, curiosity, problem-solving and communication skills that become increasingly important as technology evolves.
That is why screen-free learning can be part of an AI-ready education.
Parents may naturally associate “future-ready” education with robotics, tablets, coding and artificial intelligence.
But for very young children, the foundation may be much simpler.
Talk. Play. Move. Explore. Question. Build. Create. Try again.
These experiences help children develop the cognitive and social foundations they will carry into later education.
As Abu Dhabi begins introducing AI literacy progressively from KG through Grade 12, the early-years stage has a specific role to play: build the thinker before introducing the technology.
For families looking for an early-years environment in Abu Dhabi, Spring Fields Preschools provides play-based learning experiences for children across its Toddler, Nursery and F-S1 age groups.
Parents can explore the Spring Fields classes to understand the age groups and learning approach.
AI literacy in early childhood is not necessarily about children directly using AI. It can begin with foundational skills such as critical thinking, logical reasoning, pattern recognition, problem-solving and understanding cause and effect.
ADEK’s AI Literacy initiative is being implemented across more than 170 private schools. In the early years, the framework emphasises age-appropriate, screen-free activities that develop critical and logical thinking.
Not necessarily. For young children, AI readiness can be developed through play, conversation, exploration, problem-solving and other hands-on experiences.
Parents can ask why technology is being used, how frequently it is used, whether it replaces hands-on activities, how educators supervise it and how the nursery balances digital experiences with play, movement and social interaction.
Problem-solving, communication, creativity, critical thinking, collaboration, curiosity and the ability to question and evaluate information are all important foundations.
