3至8岁要不要学习人工智能？

3-8岁的孩子已经生活在人工智能的环境里。比如说导航是人工智能，刷卡支付是人工智能，看手机就是最常态的人机交互。因此，3-8岁这个阶段需要老师科学的引导，正确的认识和学习人工智能。

对于幼儿园阶段的孩子，每人拿着一个机器人学习英语，让他们和机器人在一起玩，让他们有兴趣。兴趣是最好的老师，兴趣能驱动学习，玩耍才能够好奇，才能够思考。孩子们在开心的状态下能找到自己的乐趣，以积极乐观的心态挑战新事物，比如拆除机器人锻炼手眼协调，提升专注力与观察力，让娃娃们在动手实践中激发探索欲。故幼儿园的孩子必须要正确引导学习人工智能。

小学1到3年级的学生，和机器人、机器狗一起跑步，接触各种的人工智能设备。这些课程符合时代发展的规律，孩子学习成长能力很强，他们看见了3D打印，机械臂，眼睛就发亮发光，这些新的事物新的知识，就是人工智能，都有着超凡的逻辑思维和想象力。

我们如何把今天的孩子从一个维度变成无穷的维度？在这个过程中，深度思索的逻辑范围就打开了。人工智能很多的理念都传递给孩子了，教育就是让孩子每天尝试新的事物，每个新的尝试都是孩子认知世界的拼图，让我试试，让我玩玩，每个新的体验都是给孩子大脑做扩容升级，唤醒孩子无限可能的。所以一定让孩子在小学1-3年级大量的接触人工智能。

当探索成为习惯，成为爱好兴趣，他就是未来10年到20年的王兴兴、梁文峰。中国如果出现一批影响世界的未来青年人，这些年轻人就是我们学校的娃娃们，我们要为孩子们的20年以后负责任！

Should children aged 3 to 8 learn about artificial intelligence (AI), or at least be exposed to it?  

Children in this age group are already immersed in an AI-driven environment. Navigation systems, card payments, and even smartphone interactions are all forms of AI. Therefore, it’s crucial for educators to provide scientific guidance, helping children develop a proper understanding of AI during this stage.  

 1. For Kindergarten-Age Children (3-6 years old)  

Introducing robots as tools for learning English or play can spark genuine interest. Interest is the best teacher—it drives learning, while play fosters curiosity and critical thinking. When children engage happily with robots—for example, taking them apart to improve hand-eye coordination or enhance focus and observation skills—they develop a natural urge to explore. This hands-on approach lays the foundation for the right AI education in early childhood.  

 2. For Primary School Students in Grades 1-3 (7-8 years old)  

Exposure to AI devices like robots or robotic dogs, along with activities involving 3D printers and mechanical arms, aligns with the pace of technological advancement. These young learners are naturally curious—their eyes light up at new technologies, which stimulate logical thinking and imagination.  

How do we help children expand from a one-dimensional perspective to infinite possibilities? Engaging with AI concepts broadens their cognitive horizons. Education should encourage daily exploration, as every new experience is a puzzle piece in their understanding of the world. Letting them "try" and "play" is like upgrading their brain's capacity, awakening unlimited potential. Thus, extensive AI exposure in grades 1-3 is essential.  

When exploration becomes a habit and passion, these children are more likely to become the next generation of innovators—like future Wang Xinxings or Liang Wenfengs who could shape global trends. If China aims to nurture a cohort of world-influencing young leaders, we must prepare today's children for the challenges of the next 20 years. Our responsibility is to equip them with the tools to thrive in an AI-powered future.