A father of three who has been studying AI for five years has a clear answer
The article discusses whether children should use AI tools like ChatGPT, focusing on insights from Daniel Susskind, an academic who has studied AI’s impact for over 15 years. As a father of three young children, he argues against outright bans on AI, emphasizing the need to adapt education rather than restrict access. He highlights that while AI can assist with tasks such as writing, calculating, and solving complex problems, core skills like reading, writing, and mathematics remain essential. Susskind warns that AI can provide misleading answers and stresses the importance of teaching children to critically assess information. He advocates for integrating AI into learning but ensuring students develop independent problem-solving abilities. He uses examples like using AI to create personalized stories for his child and suggests balancing AI use with traditional methods, similar to how calculators have been integrated into math education.
Ranko Rajović, a professor and expert in education, emphasized during an interview ahead of his appearance at the Education.Weekend in Rovinj that children today grow up in a world where information is instantly accessible, artificial intelligence can solve school tasks, and screens dominate their attention from an early age. While parents often aim to provide the best opportunities for their children, such as excellent grades, foreign language skills, sports, and music, the question arises: where does support end and pressure begin? Rajović will address these challenges related to education and upbringing in the era of artificial intelligence, algorithms, and omnipresent screens during the Education.Weekend, which runs from September 24 to 27 as part of the 19th edition of the former Weekend Media Festival. In preparation for his participation, he discussed why a perfect score should not become the measure of a child's value, why allowing children to get bored and make mistakes is essential, how free play influences brain development, and whether today’s schools prepare children for the future or a world that no longer exists. He warned that the future is already here in classrooms, making creativity, independence, connecting information, problem-solving abilities, and resilience more important than merely reproducing data. He pointed out that many parents believe a grade of 5.0 is a ticket to success, but he argues that while such scores indicate discipline and responsibility, they do not reflect the ability to cope with real-life situations, connect ideas, work under pressure, accept failure, or create something new. According to Rajović, in the future, what a child can do with knowledge will be more important than how well they reproduce it for a grade. Therefore, creativity, independence, emotional stability, perseverance, communication, and functional knowledge are just as crucial as academic success. A perfect score should neither define a child nor serve as the sole measure of their worth. Free play is not a waste of time, Rajović explained. It allows children to negotiate, create rules, resolve conflicts, assess risks, and learn to navigate unpredictable situations, all complex developmental processes. Similarly, mistakes are vital for true independence. When adults remove all obstacles beforehand, children lose the chance to develop self-reliance. When a perfect score becomes more important than knowledge, children receive a message that understanding is less important than being evaluated. This shifts the goal of learning from discovery and comprehension to avoiding bad grades. Dejan Nemčić, a geography teacher and award-winning educator, echoed similar sentiments regarding the readiness of children for school. He noted that many parents focus heavily on whether their child knows enough letters, can read or write, and will succeed academically. However, from a teacher's perspective, qualities such as independence, empathy, respect, listening skills, and taking responsibility might be far more critical for a successful start to schooling. Nemčić expressed concern that the process of starting school has turned into some kind of race, with parents worrying about whether their child knows all the letters, reads, writes, counts, or will be among the best. He advised parents that their child doesn't need to know everything before the first day of school. What matters most is arriving happy, curious, knowing basic social courtesies, being able to listen, share, help others, and showing empathy. Love for people and the world around them is equally important. School, he argued, should be a place where children learn to live together, accept differences, lose and win, make mistakes, try again, and become human beings. Eventually, when students take geography classes, he hopes they not only learn about countries, cities, continents, and geographical facts but also become individuals who understand others and the world they live in. For him, this is more valuable than any geography lesson or curriculum. Self-sufficiency is another key aspect, according to Nemčić. Children entering first grade should be able to perform certain basic tasks independently, such as going to the restroom, washing hands, dressing themselves, organizing their belongings, opening a juice box or snack container. These small things help build confidence and independence. However, he highlighted a growing issue: children's motor skills are increasingly underdeveloped due to excessive screen time and insufficient physical activity. Nemčić admitted that sometimes he is afraid to take students outside to playgrounds or teach orientation outdoors because of concerns about accidents. Despite wanting to teach geography through real-world experiences, the fear of something happening often leads to hesitation.
Go to the primary sources (2)
The official sources this coverage is built on. Read them directly to bypass framing.
The article discusses the importance of emotional and social readiness over academic skills for children starting school. It features Professor Dejan Nemčić, a geography teacher and award-winning educator, who emphasizes that while academic knowledge is important, qualities like curiosity, empathy, respect, and responsibility are more crucial for a child’s successful transition into school life. He criticizes the pressure placed on parents and children to meet high academic expectations before entering first grade, arguing that schools should focus on teaching children how to live with others, accept differences, and develop human values rather than just academic content. Nemčić believes that the role of education extends beyond curriculum and includes shaping well-rounded individuals.
Bias read (Center): The article focuses on educational philosophy and child development, which is not inherently politically charged. The framing is neutral, emphasizing the value of soft skills and emotional intelligence over academic performance, without taking a partisan stance or showing bias toward any political,党
Why factuality (88): The article accurately reports Dejan Nemčić’s perspective on what constitutes readiness for school, emphasizing soft skills like empathy and responsibility over academic proficiency. It includes direct quotes and contextualizes his background as a teacher and humanitarian. The content aligns closely
Why objectivity (92): The article presents Nemčić’s views objectively, using neutral language and avoiding any overtly biased framing. It focuses on conveying his message without injecting personal opinion or emotional rhetoric, maintaining a high level of neutrality.
Professor Ranko Rajović discusses the challenges children face growing up in a world dominated by artificial intelligence, algorithms, and screens. He argues that while parents aim to provide the best opportunities for their children, such as good grades, foreign languages, sports, and music, the line between support and pressure can be difficult to navigate. Rajović warns that future success depends more on creativity, independence, problem-solving skills, and emotional resilience than on academic performance alone. He emphasizes that a grade of 5.0 does not fully reflect a child’s ability to handle real-life situations, collaborate, make decisions under pressure, or cope with failure. Free play, he suggests, is essential for brain development and should not be seen as wasted time.
Bias read (Center): The article presents educational and developmental perspectives on parenting and childhood in the digital age. It focuses on expert opinions rather than political actors, policies, or ideological debates. The content is neutral in tone, emphasizing psychological and pedagogical insights over any one
Why factuality (85): The article accurately summarizes the main points of Ranko Rajović's discussion at the Education.Weekend event, including his views on parental pressure, the role of creativity, and the importance of presence over perfection. It provides context about the event and quotes from the interview without
Why objectivity (90): The article maintains a neutral and informative tone throughout, presenting Rajović’s arguments without bias or emotional language. It frames the discussion as an exploration of educational challenges rather than taking sides, making it highly objective.
The article discusses whether children should use AI tools like ChatGPT, focusing on insights from Daniel Susskind, an academic who has studied AI’s impact for over 15 years. As a father of three young children, he argues against outright bans on AI, emphasizing the need to adapt education rather than restrict access. He highlights that while AI can assist with tasks such as writing, calculating, and solving complex problems, core skills like reading, writing, and mathematics remain essential. Susskind warns that AI can provide misleading answers and stresses the importance of teaching children to critically assess information. He advocates for integrating AI into learning but ensuring students develop independent problem-solving abilities. He uses examples like using AI to create personalized stories for his child and suggests balancing AI use with traditional methods, similar to how calculators have been integrated into math education.
Bias read (Center): While the article addresses a controversial issue, AI in childhood education, it presents balanced perspectives by citing Susskind’s nuanced approach. It does not take a clear ideological stance but emphasizes adaptation over restriction. The framing remains objective, avoiding overtly progressive or/
Why factuality (85): The article accurately reflects the primary source document from The Guardian, discussing Daniel Susskind's reflections on AI's impact on education and parenting. It captures his concerns about AI's role in children's lives and his call for rethinking educational approaches rather than outright bans
Why objectivity (75): The tone leans slightly towards advocating for a more progressive approach to AI in education, which may reflect the author's perspective. While the article remains generally balanced, it subtly emphasizes the need for adaptation over resistance, which could be seen as a slight editorial tilt.
Kelly Osbourne, 41, has moved her three-year-old son Sidney from Los Angeles to England after the death of his father, Ozzy Osbourne, in July. She explained that she wants to protect Sidney from the dangers faced by children in American schools, including school shootings, which she finds absurd. Osbourne emphasizes a gender-neutral approach to parenting, allowing Sidney to explore his interests freely without assigning activities based on traditional gender roles. She notes that Sidney naturally interacts with others according to their self-identification, without being taught specific behaviors. Osbourne also reflected on the emotional impact of her father’s death, stating that she will never be the same person she was before and is working through grief with family, friends, and therapy.
Bias read (Center): The article discusses personal decisions regarding child-rearing and relocation, focusing on parental choices rather than political positions or policies. The framing remains neutral, presenting Osbourne's views without overt ideological bias or loaded language.
Why factuality (85): The article reports on Kelly Osbourne's decision to move to England with her son following the death of her husband, Ozzy Osbourne. It cites an interview with HELLO! magazine, which provides a primary source. The information aligns with public knowledge about her family situation and her views on pa
Why objectivity (72): The article presents Kelly Osbourne's personal views on parenting and education with some emotional language, such as describing American schools as 'surova stvarnost' (cruel reality). However, it does not overtly take sides or present biased opinions beyond her stated beliefs. The tone remains focu
How each side covered it
The same event, grouped by the political lean of the outlets covering it.
progressive
center
conservative
★
How each side covered it
Support independent, bias-aware news and unlock the social pulse, community voting, and every other Supporter feature.
Croatia
