McCormick Institute for Early Childhood

BY Dr. Neal Green | December 6, 2024

A woman wearing glasses and a suit is smiling in front of a flag.

Sim Loh is a family partnership coordinator at Children’s Village, a nationally-accredited Keystone 4 STARS early learning and school-age enrichment program in Philadelphia, Pennsylvania, serving about 350 children. She supports children and families, including non-English speaking families of immigrant status, by ensuring equitable access to education, health, employment, and legal information and resources on a day-to-day basis. She is a member of the Children First Racial Equity Early Childhood Education Provider Council, a community member representative of Philadelphia School District Multilingual Advisory Council, and a board member of Historic Philadelphia.


Sim explains, “I ensure families know their rights and educate them on ways to speak up for themselves and request for interpretation/translation services. I share families’ stories and experiences with legislators and decision-makers so that their needs are understood. Attending Leadership Connections will help me strengthen and grow my skills in all domains by interacting with and hearing from experienced leaders in different positions. With newly acquired skills, I seek to learn about the systems level while paying close attention to the accessibility and barriers of different systems and resources and their impacts on young children and their families.”

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Center for Early Childhood Leadership.

How much more could you get done if you could shave minutes from administrative burdens? From scheduling and meal planning to requesting feedback from families, it is easier and quicker with AI, freeing up time in administrators’ and educators’ schedules to devote to children and families. Coursera (2024) defines AI as “computer systems capable of performing complex tasks that historically only a human could do, such as reasoning, making decisions, or solving problems” (Para. 1). By utilizing AI, educators and administrators can automate these complex tasks, allowing them to focus more on the human-centered aspects of their roles.


If you are new to AI, the best approach is experimenting to see how AI can improve your work life. Whether you use ChatGPT, Gemini, CoPilot, or another AI platform is not as important as signing up and “taking it for a test drive.” Adopting a simplistic approach and practicing with AI is central to gaining comfort and producing better results.


Additionally, the quality of your AI results directly correlates with your prompt. An effective prompt is the first step in maximizing the usefulness of AI’s responses. AI will not replace human educators. However, it is undeniable that the technology is here to stay. AI cannot replicate the nuanced interactions and personal connections teachers have with students and administrators have with families and staff. When used correctly, it is a tool that holds the promise of improving how we do our work.


This article covers some best practices for AI prompting. It reflects on Auburn University’s Biggio Center (2024) model, which helps educators determine their comfort level with AI and then provides practical steps for plotting AI use for early childhood administrators and educators.


MEASURING YOUR AI COMFORT LEVEL USING THE STOPLIGHT FRAMEWORK


According to Auburn University’s Biggio Center for the Enhancement of Teaching and Learning (2024), the initial steps in integrating AI in education involve assessing where educators fall on the “stoplight” model. An educator’s level of comfort can be categorized into three levels including:

A robot is standing next to a traffic light with a question mark on his head.

Red Light: An educator who identifies their beliefs in AI with a red light is not ready or open to using the tool in any way in their classroom. They could be skeptical about the reliability of AI, wary of its ethical effects, or uncertain how it will affect traditional teaching methodologies.


Yellow Light: A yellow light means that a person is interested and willing to try AI but is not ready to go “all in.” They will be willing to try it in small increments but may need further assistance or training to adopt AI fully.



Green Light: Educators in this category are ready to investigate how AI might add to their pedagogies and make administrative work more manageable.

This revised model from Auburn University (2024) provides a systemized method for considering comfort with AI and suggests the next steps given one’s readiness.


USING THE STOPLIGHT MODEL: START WITH YOUR COMFORT LEVEL


  • Red Light educators may start by learning about generic AI tools in a low-commitment way, such as attending an introductory workshop or watching short tutorials.
  • Yellow Light educators may attempt to use one AI tool in practice for tasks such as brainstorming or survey result analysis.
  • Green Light educators can try complex tasks such as unit planning or automating repetitive job functions to improve efficiency.


THE POWER OF PROMPTING: GARBAGE IN, GARBAGE OUT 


Once you have found your comfort level, the next step is clear communication with AI. The ability to effectively prompt is one of the primary keys to getting useful results. After all, as they say, “Garbage in, garbage out.” Awa-abuon (2024) developed a strong prompting strategy that constructs AI prompts to elicit targeted responses, summarized as Persona-Task-Context-Format.


A LOOK AT THE PERSONA-TASK-CONTEXT-FORMAT PROMPTING TECHNIQUE 


This is a structured approach developed by Awa-abuon (2024). It breaks down AI prompting into four essential elements, which include:

A set of four cards with the words persona , task , context , and format on them.

Persona: Explain who you are.


Task: Be direct and inform AI what you want it to do.


Context: Provide context to help guide the AI’s output.


Format: Describe the format you want.

This prompting technique helps refine AI responses and provides relevant and actionable results that you can use immediately in your classroom. The Persona-Task-Context-Format prompting technique reduces miscommunication and assists AI in creating personalized content for the students you serve.


PRACTICAL PROMPTING EXAMPLE FOR EARLY CHILDHOOD ADMINISTRATORS AND EDUCATORS


The following example guides you through forming a well-framed prompt using the Persona-Task-Context-Format method to design a family engagement activity plan for preschool-aged children. You can use a Graphic Organizer for the Persona-Task-Context-Format AI prompting technique.


  • Persona: “I am an experienced early childhood education professional with experiences in family engagement.”
  • Task: “Although many early childhood educators do a great job in their classrooms, effectively planning for family engagement is difficult. Using your knowledge, develop a Family Engagement Activity Plan to promote learning at home and increase family engagement in the program.”
  • Context: “I am an early childhood educator working with 3- to 4-year-old children in a preschool setting. Our goal is to develop a monthly family engagement plan that incorporates simple hands-on activities parents can do with their children to reinforce classroom learning.”
  • Format: Describe the format you want. “Format the response as a list of three activities, each with a description, materials list, and a tip for parents.”


FINAL PROMPT:


“You are an experienced early childhood education specialist with a background in family engagement. Many early childhood educators do very well in classroom activities but find designing interactive family engagement plans challenging. With this in mind, create a family engagement activity that encourages learning at home and increases family engagement with the program. As early childhood educators of 3- and 4-year-old children in a preschool setting, we want to provide a sample monthly family engagement plan that gives substance to simple, hands-on activities that parents can engage their children in to promote learning within the classroom. This month, we are focusing on fine motor development and early literacy skills. Please provide a description of each activity, the materials needed, and a parent tip that would encourage their child’s learning. Format the response as a list of three activities, including a description, materials list, and a tip for parents.”


This prompt provides a clear outline for AI regarding how to develop a family involvement plan relevant to early childhood education and clearly defined parental roles.


BUILDING AI SKILLS THROUGH PROMPTING PRACTICE


Now, you have a strategy to support you when prompting AI for better results. The next step is to continue to experiment and gain confidence. No matter what your stoplight level, there is space for you to grow your AI skills.


  • Red Light: Keep it low-stakes! Prompt AI for individual elements of a lesson, such as a warm-up activity or discussion question. Starting with lower stakes requests allows you time for more practice and helps alleviate concerns.
  • Yellow Light: You are ready for more! Try drafting a classroom policy, creating a schedule for your site, or any other daily task you encounter at work. Follow the prompt structure of Persona-Task-Context-Format, and continue to hone and refine your results until you get what you want.
  • Green Light: Let’s go! Prompt AI to design a survey, create an outline of a slide deck, analyze employee responses, or create a report for that important proposal you are making. Don’t limit yourself to what you ask AI to try; build your confidence, and remember that the sky is the limit concerning AI uses. We educators are learning with everyone else about what AI can do, so embrace it, have fun, and use AI for good.


CONCLUSION: EMBRACING AI AS A PRACTICAL TOOL IN ECE


AI makes administrative and planning tasks quicker, easier, and more efficient. Using prompting techniques such as Persona-Task-Context-Format from Awa-abuon (2024) improves results. Auburn University (2024) described AI users in terms of a stoplight. Our ability to self-reflect and assess where we are in terms of our use of AI in administration and education will support our gradual journey to using this remarkable tool efficiently. Regardless of where you stand with AI currently, these outlined strategies will help your AI journey, and you can start to reap the benefits of a more efficient workday.


Learn more about how AI can assist in daily operations and increase efficiency in your early childhood program by attending McCormick’s December 18 technology training, “Demystifying Artificial Intelligence (AI): Practical Tools for Early Childhood Program Administrators.” Click here to register for free for the online session, which will be held as a Zoom meeting.


REFERENCES


Awa-abuon, J. (2024, August 26). Try this AI prompting formula and I guarantee you’ll love the results. MakeUseOf. https://www.makeuseof.com/ai-prompting-formula-guaranteed-results/


Biggio Center for the Enhancement of Teaching and Learning, Auburn University. (2024). Teaching with artificial intelligence [Course].


Coursera. (2024, April 3). What Is Artificial Intelligence? Definition, Uses, and Types. https://www.coursera.org/articles/what-is-artificial-intelligence


Graphic Organizer. Persona-Task-Context-Format. Adapted from Awa-abuon (2024) https://docs.google.com/document/d/15LzdqunjY9AB4qCYXPgmdJsMWOgTtyVhU-Bd7GxGd6E/edit?usp=sharing


Dr. Neal Green is an Associate Professor and Director of Online Operations at National Louis University. He switched to teaching online early in his career from more traditional face-to-face instruction. As a person who has spent more than a decade in his higher education career, Dr. Green has taken various aspects relating to flipping content and teaching strategies for different learning modalities. His pedagogy centers around the students and is transformational, removing barriers to higher education, making a way for successful learners of all kinds. Among many accolades, Dr. Green has received the following recognitions including: NLU Undergraduate Faculty of the Year, 2021-2022; David A. Wilson Award for Excellence in Teaching and Learning recipient, 2017, and a Kendall College Award for Excellence in Teaching in 2015. He has a Ph.D. in Education, with a dissertation that addressed adult student persistence in bachelor’s programs.

By Cara Murdoch February 16, 2026
In early childhood education and care (ECEC), we know that some of the simplest ideas can carry the biggest lessons—and many of us have been singing “The Ants Go Marching” for years without realizing it might also be a leadership guide. Ants may be tiny, but their colonies run on teamwork, communication, flexibility, and a clear sense of purpose—all things ECEC programs rely on every day. By taking a closer look at how ants work together to support their colony, early childhood leaders can discover practical and familiar ways to strengthen teamwork, value every role, and lead programs where everyone is marching in the same direction for children and families. Ants are busy creatures; they work with a purpose and know their jobs in the colony. Ants exhibit teamwork and collective effort. Ant colonies demonstrate intelligence, division of labor, communication systems, and cooperative behaviors. They can recognize and respond to the colony's needs. They overcome their challenges through trial and error, learning from their experiences, and sometimes even develop innovative strategies. In the ant colony, individual ants work together as a unit, each with a unique role that determines the colony's survival and success. The ant colony functions just like a superorganism, where the actions of each individual ant are a part of the highly efficient system that supports the whole colony. This concept of collective action is closely related to human teamwork! Ants have a lot to teach us, as we work in ECEC. teamwork Just as ants collaborate, relying on their communication and coordination to complete tasks, humans thrive when working together, as each individual brings their own unique skills and perspectives to their “colony.” Ants depend on each other. Each ant has a specialized job, and the colony relies on the cooperation and coordination of all its members to thrive and survive. Each ant’s contribution, no matter how small it may seem, is vital to the success of the colony as a whole, and the strength of the group is built on the cooperation of each individual. Similarly, in ECEC programs, teamwork — working together and helping one another —leads to better results than trying to do everything alone! When we collaborate, we pool our strengths, share our knowledge, and support each other, which can lead to more creative and efficient solutions. Each person in the program brings unique skills and perspectives, filling gaps and helping compensate for one another’s weaknesses. This shared effort allows your program to tackle tasks and achieve goals that would be difficult, if not impossible, for one individual to accomplish on their own... just like in an ant colony! Adapting to face challenges Ants are highly adaptable creatures. Have you ever watched a disrupted colony hurry to move the uncovered eggs to a protected space? They respond quickly to changes or disruptions in their environment. Their ability to quickly assess new situations and adjust their behavior will help the colony continue to function efficiently, even when the unexpected happens. Their adaptability is the key to their survival, allowing them to overcome obstacles and thrive. Early childhood programs also need to adapt to challenges. When unexpected changes occur, each person needs to be flexible and find new ways to contribute to the program's success. Just as ants adjust, programs must reassess their strengths, collaborate, and develop alternative solutions. Adaptability is essential for proper teamwork! honoring individual roles In an ant colony, different ants take on very specific roles. There are worker ants, soldier ants, and the queen ant. Each ant’s role is crucial to the success and survival of the colony, and all roles are interdependent; they work together to achieve common goals. This division of labor that exists in an ant colony can be compared to the different roles and unique talents found in an ECEC program. Just as ants rely on each other to perform specific tasks, each ECEC team member brings their own expertise and skills to the program. In a project or workplace setting, one person may excel at brainstorming creative ideas, another might be skilled at organizing tasks and managing timelines, and someone else may be particularly adept at technical skills or problem-solving. This diversity of roles within a team ensures that every aspect of a project or goal receives focused attention. In center-based programs, there are the director, teachers, kitchen staff, and other roles as needed. The diversity of roles in a program helps to ensure that the program is successful and thrives. clear purpose and goals In an ant colony, survival is the common goal. The colony’s success depends on each member performing its specific role. Their unwavering focus on the survival of the colony is connected to their success. It demonstrates the power of their collective action, driven by a clear and unified goal. ECEC programs thrive when they are aligned around a shared and clear purpose and goals. When program members understand and commit to their common goals, the well-being and growth of children and families, their efforts will become more effective and coordinated. Just as ants bring different strengths to the program, each person brings different strengths to the program. It is alignment around shared goals that enables the program to overcome challenges and succeed. When everyone in the program is clear on the goals and helps work together toward them, the whole program becomes more focused, resilient, and motivated - just as an ant colony becomes stronger when every member is working toward survival! Ants work together harmoniously to achieve their common goals; they set aside individual competition in favor of colony cooperation. Each ant focuses on its specialized task. This spirit of ant cooperation is key to the colony's survival and success, as it enables the colony to accomplish more complex tasks than any single ant could manage alone. ECEC programs can benefit from adopting a similar approach that emphasizes collaboration and shared goals over individual achievement. In an ECEC program, when members support each other and work together, they can leverage each person’s strengths to accomplish more than they could individually. Instead of competing for recognition or resources, each member can focus on the program’s success, fostering a more positive and productive environment. learning from ants Ants have so much to teach ECEC programs when it comes to cooperating and working together as an effective team. Whether it's knowing your own role and abilities, supporting each of your fellow team members, communicating clearly and effectively, being flexible, or avoiding competition, the ant colony is an excellent example of these qualities! Let your ants go marching!!! Ant Life, author unknown I am just an ant, A small life is what I live, But I have dreams for bigger things And so much more to give If only I could grow A foot or two would do I could live a life That others look up to.
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