As artificial intelligence and automation accelerate across industries, early childhood education is facing growing pressure to “start early” — particularly when it comes to coding, apps, and digital learning tools. For many preschools, this has translated into more screens, more tech-labelled programmes, and a belief that earlier exposure equals better preparation.
From an operational standpoint, however, this assumption deserves closer scrutiny. The question is not whether technology will shape the future — it will. The real question is what kind of children will be able to thrive within it.
Across years of observing classroom outcomes, organisational data, and child development research, one conclusion stands out: confidence-building, not early coding, is what truly future-proofs young children.
Confidence is the foundation that makes all learning possible
Coding, like any technical skill, can be taught at many stages of life. Confidence cannot. The preschool years are a narrow and critical window when children form beliefs about themselves — whether they feel capable, heard, and safe to try.
Children who develop confidence early are more willing to experiment, speak up, collaborate, and persist through challenges. These traits matter far more than knowing how to sequence commands on a tablet. A confident child approaches new technologies with curiosity rather than fear. A hesitant child, regardless of technical exposure, often avoids risk altogether.
This belief shapes curriculum design. Instead of prioritising screen-led instruction, the focus is on building self-belief through language, relationships, and hands-on mastery experiences. Technology is treated as a tool — not a teacher — introduced only when it meaningfully enhances learning rather than replacing human interaction.
Rethinking screen time in the early years
Screen time remains one of the biggest concerns among parents today. Many worry about attention span, sleep disruption, and social development — yet feel caught between these concerns and the pressure to ensure their child “keeps up.”
Preschools play a critical role in redefining what balance looks like. Developmentally appropriate early learning environments demonstrate that children can learn deeply without heavy screen use. When classrooms prioritize conversation, movement, play, and exploration, children develop stronger attention regulation and emotional awareness.
This philosophy is often described as “purpose over pressure.” Screens are not banned — but they are intentional. Children spend more time engaged in storytelling, reading aloud, outdoor play, and collaborative activities that strengthen focus and social skills. These experiences directly support healthier sleep patterns and socio-emotional development — outcomes that technology alone cannot deliver.
Why confidence future-proofs better than coding
Looking ahead to 2026 and beyond, AI will undoubtedly influence how children learn, how teachers assess progress, and how parents engage with schools. Yet the greatest opportunity for preschools lies not in racing toward technology, but in cultivating human capabilities machines cannot replicate.
Research consistently shows that emotional intelligence, adaptability, and resilience are key predictors of long-term success. These qualities are deeply rooted in early childhood experiences — long before formal academics intensify.
Curriculum is built around four foundational building blocks of confidence: nurturing attachments, self-expression, mastery experiences, and positive reinforcement. These principles guide daily interactions between teachers and children, creating environments where children feel secure enough to explore, question, and take initiative.
This is how confidence becomes operationalized — not as a slogan, but as a lived experience across the school day.
Learning through social interaction: A Vygotsky-inspired approach
One of the most influential theories shaping effective early childhood education today comes from Lev Vygotsky, who emphasized that children learn best through social interaction, guided support, and meaningful engagement with others.
Central to Vygotsky’s work is the concept of the Zone of Proximal Development — the space between what a child can do independently and what they can achieve with guidance. In this zone, learning is not delivered through instruction alone, but through conversation, collaboration, modelling, and encouragement.
Rather than positioning teachers as instructors who deliver content, educators act as facilitators and co-explorers. They observe closely, step in when needed, ask open-ended questions, and scaffold learning in ways that stretch a child’s thinking without overwhelming them.
Daily practices such as guided discussions, inquiry-led projects, collaborative problem-solving, and teacher-child dialogue create constant opportunities for learning within each child’s Zone of Proximal Development. In these moments, confidence grows organically — children experience success not in isolation, but through supported effort.
Crucially, this approach reinforces the idea that learning is relational. Children internalize confidence through repeated experiences of being guided, encouraged, and trusted to try — a process no app or algorithm can replicate.
The role of structured public speaking in early confidence
One of the most underestimated confidence-building tools in preschool education is structured public speaking. For young children, this is not about performance or memorisation. It is about giving children a voice early — and often.
Daily dialogues, storytelling, reading aloud, role play, and show-and-tell allow children to practice expressing ideas in safe, supportive settings. Over time, even shy children begin to articulate their thoughts more clearly and develop stronger social confidence.
Public speaking is embedded naturally into classroom routines rather than treated as a special activity. Teachers observe that children who practice verbal expression early become more independent learners, better collaborators, and more resilient when faced with challenges.
These small moments of speaking up build leadership capacity long before children realize it themselves.
Learning to fail safely through hands-on exploration
Confidence is not built through constant success. It is built through safe encounters with uncertainty.
Hands-on, mistake-friendly learning — including simple science experiments and sensory exploration — plays a critical role in this process. Activities such as observing growth, predicting outcomes, or experimenting with materials teach children that being “wrong” is part of discovery.
Children are encouraged to ask “why” rather than seek the “right” answer. Educators guide reflection instead of correction, reinforcing the idea that learning is iterative and mistakes are meaningful.
These early experiences foster persistence, problem-solving skills, and a growth mindset — qualities that remain relevant regardless of how technology evolves.
Human connection in an AI-driven world
Perhaps the most important lesson from early childhood education is this: confidence does not come from screens or software. It comes from relationships.
Time and again, the most profound transformations — from withdrawn toddlers to confident communicators — occur when children feel safe, seen, and supported by the adults around them. Technology can enhance learning, but it cannot replace empathy, encouragement, or trust.
Preschools demonstrate that preparing children for the future does not mean accelerating academics or digitising childhood. It means nurturing the whole child — emotionally, socially, and cognitively — so they grow into confident individuals capable of navigating change.
Preparing children to shape the future, not chase it
The future will not belong to the children who learned to code the earliest. It will belong to those who can communicate clearly, adapt confidently, collaborate meaningfully, and persist through uncertainty.
By shifting focus from early technical exposure to confidence mastery — grounded in research, relationships, and intentional practice — preschools can ensure children are not merely keeping up with the future, but ready to shape it with courage, creativity, and heart.
Pooja Patodia, Chief Operating Officer at Little Paddington Preschool.
TNGlobal INSIDER publishes contributions relevant to entrepreneurship and innovation. You may submit your own original or published contributions subject to editorial discretion.
How AI is helping consumers shop ‘til they drop this holiday season