Print in colour. Tiles must print at actual size (100%) so one Beebot step equals one 15 cm tile. No children’s faces or names on any card.
Facilitator run sheet · 45 minutes · 12 stops
Start with you. Then make it yours.
Min
Stop
You do and say
They do
0–2
1 · Say hello
Dilon greets at the door. “How do you feel about AI in early childhood today?”
Wave; dot on the chart
2–3
2 · Join the site
QR on screen. “Keep the tab open: notes, drawings and two PDFs.”
Open the site
3–8
3 · Tech hunt
“Draw a space you know. What technology lives there?”
Draw; add stickers
8–11
4 · Hunt → tech plan
Five questions: where it lives, who uses it, does it listen or watch, what children and families need.
Share a find and a plan line
11–15
5 · The latest episode
Values family → Lesson 1 in Nest and Reception → 58-second clip → carpet quotes → plush.
Watch, listen
15–18
6 · Nest to Year 2
The four bands and the AI thread in each.
Spot their age group
18–20
7 · Capture & share
Children document with iPads, print, talk back and share with families.
Photo talk-back, if time
20–24
8 · Beebots & play
From screen to Beebot. Rosie’s Walk.
Program, film, debug
24–31
9 · The playhouse
“Choose your learners. Walk the rooms. Pick moments that fit where they are.”
Playhouse mat or site
31–35
10 · Make Dilon yours
Seven steps; the DCB values card.
Character card
35–42
11 · Check & build
Choose one priority and one step. Full audit, plan and feedback can follow later.
Audit and plan templates
42–45
12 · Families
Home prompts, guidance, a family session. Move your dot.
Family note
Short on time?
Leave with one idea, one priority and one step. Finish the detailed card, audit and plan later.
A Beebot fails?
One person plays the robot; the others give arrow-card instructions.
Boundaries
Check faces, names, voices and context. Offer non-camera roles. No live chatbot with children.
Before the Prompt · ACAMIS ECE 2026 · Mister PylesRun sheet · page 2
Stop 1 · Say hello
How do you feel about AI in early childhood today?
今天，您对幼儿教育中的人工智能有什么感受？
Say hello to Dilon, then pop a dot in a column. At the end, move it.
Worried担心
Wary谨慎
Unsure不确定
Curious好奇
Excited兴奋
Before the Prompt · ACAMIS ECE 2026 · Mister PylesDoor chart · print A3 · page 3
Stop 3 · Tech hunt
What technology lives in your space?
Choose one space, or more. Draw the technology you’d find there, or stick on the stickers from page 5.
My home
My classroom
A friend’s house
Somewhere else
Then tag it: circle anything that listens, box anything that watches, star anything that connects to the internet, and tick anything that suggests things.
Before the Prompt · ACAMIS ECE 2026 · Mister PylesDraw your space · print A3 · page 4
Tech stickers · cut out and stick onto your drawing · the paper version of “tap to add”
Tablet
Phone
Smart speaker
TV
Laptop
Game console
Smartwatch
Camera
Doorbell camera
Talking toy
Robot vacuum
Beebot
Walkie-talkie
Remote
Not sure!
Not sure!
Not sure!
Not sure!
Not sure!
Not sure!
Before the Prompt · ACAMIS ECE 2026 · Mister PylesTech stickers · page 5
Stop 4 · From hunt to tech plan
What we find shapes what we plan
A tech hunt informs part of our tech plan and our safeguarding policy. For each question, read the sample plan line, then write your own underneath.
Where does it live?
Plan line Every device has a labelled home and a routine for going back, with a station children can see.
Who uses it, and with whom?
Plan line Children use devices with an adult nearby; a safe grip, stand or adapted access; “not sure? grab a grown-up”.
Does it listen, watch or connect?
Plan line Adults check what each device collects and where it sends it, before it reaches children. Photos follow media consent.
What do children need to know?
Plan line Age-specific lessons from Nest to Year 2, carried by a character and repeated through play.
What do families need to know?
Plan line Bilingual family notes, and short sessions on things like AI toys and what never to share.
Children notice
Finding, sorting and naming the technology around them is the lesson.
Adults decide
Which devices come in, what they collect and how they are supervised.
Families join in
The same questions go home, in home languages.
Before the Prompt · ACAMIS ECE 2026 · Mister PylesHunt to tech plan · page 6
Stop 8 · Beebots & play
Rosie’s Walk, with a Beebot
In Pat Hutchins’ picture book, Rosie the hen takes a walk around the farmyard, never noticing the fox behind her. Our children first met robots through this story, then programmed Beebots to retrace Rosie’s walk.
Set up · 30 seconds
Lay the six tiles edge to edge: a line, an L-shape or a loop.
The hen house is START (and home again).
One Beebot step = one tile (15 cm). A turn is a quarter turn.
Press CLEAR before every new program.
The buttons
↑Forward one tile
↓Back one tile
↶Turn left, a quarter turn
↷Turn right, a quarter turn
GORun the program
✕CLEAR the memory
Nest & Nursery
Move a pretend bee by hand, or program one step. Count the presses together.
Reception
Retell Rosie’s walk in story order with arrow cards, then program it in one go.
Year 1–2
Move one tile to make a new farm. Write a program for a partner. Can they fix your bug?
Film it · two gentle hands
An adult-supported volunteer may film, with permission. Offer a drawing or story role instead. Which moment would you share?
Talk about it
“How did it know where to go? Who told it?” People programmed it: the seed of “people made it”.
Before the Prompt · ACAMIS ECE 2026 · Mister PylesBeebot challenge · page 7
Planning arrow cards · cut out · lay them in order before you program
↑Forward
↑Forward
↑Forward
↑Forward
↶Left
↶Left
↷Right
↷Right
↓Back
GOGo
↑Forward
↑Forward
Before the Prompt · ACAMIS ECE 2026 · Mister PylesArrow cards · page 8
Rosie’s Walk tile 1 of 6 · print at 100% · cut on the dashed line
START · and home again1
Hen house
鸡舍
✂ 15 cm × 15 cm · one Beebot step
Before the Prompt · ACAMIS ECE 2026 · Mister PylesTile 1 · page 9
Rosie’s Walk tile 2 of 6 · print at 100% · cut on the dashed line
2
Pond
池塘
✂ 15 cm × 15 cm · one Beebot step
Before the Prompt · ACAMIS ECE 2026 · Mister PylesTile 2 · page 10
Rosie’s Walk tile 3 of 6 · print at 100% · cut on the dashed line
3
Haystack
干草堆
✂ 15 cm × 15 cm · one Beebot step
Before the Prompt · ACAMIS ECE 2026 · Mister PylesTile 3 · page 11
Rosie’s Walk tile 4 of 6 · print at 100% · cut on the dashed line
4
Mill
磨坊
✂ 15 cm × 15 cm · one Beebot step
Before the Prompt · ACAMIS ECE 2026 · Mister PylesTile 4 · page 12
Rosie’s Walk tile 5 of 6 · print at 100% · cut on the dashed line
5
Fence
栅栏
✂ 15 cm × 15 cm · one Beebot step
Before the Prompt · ACAMIS ECE 2026 · Mister PylesTile 5 · page 13
Rosie’s Walk tile 6 of 6 · print at 100% · cut on the dashed line
6
Beehives
蜂箱
✂ 15 cm × 15 cm · one Beebot step
Before the Prompt · ACAMIS ECE 2026 · Mister PylesTile 6 · page 14
Stop 7 · Capture & share
Children document. Families see it.
Children use an iPad to capture their own learning. The photos go offline: printed, held, sequenced and explained, and then shared with families. The device captures the moment; the thinking happens with people. Inspired by Dr Nair Cordoso’s Beyond the Screen workshop.
For the child · ask, then wait
What were you doing here?
What happened next?
What would you change?
Who would you like to show?
Is this picture okay to share?
For the adult
Wait at least five seconds. Silence is thinking.
Pointing, gesture and acting it out are complete answers.
Write the child’s words exactly, in any language.
Let children choose which photos are printed and shared.
Follow your media consent; faces stay off anything that leaves the room.
Practise in pairs
One of you plays the child, one the adult. Pick a photo card, use the prompts, then swap.
Nest & Nursery
The adult holds the iPad; the child points. One printed photo on the carpet.
Reception
Children choose a photo or drawing, using an adapted grip or adult help. Sequence three images.
Year 1–2
A short clip; ask friends first. Photo plus their words go home.
Before the Prompt · ACAMIS ECE 2026 · Mister PylesCapture & share · page 15
Photo cards · stick in a photo, write the child’s words, send it home
Stick or print a classroom photo here (no faces)
In my wordsI want to show
Okay to share?YesNot yet
Stick or print a classroom photo here (no faces)
In my wordsI want to show
Okay to share?YesNot yet
Before the Prompt · ACAMIS ECE 2026 · Mister PylesPhoto cards · page 16
Stop 9 · Make it yours
Our playhouse
Our learners
Story carpetcircle time and books
Home cornerrole play
Art studiodrawing and making
Build & moveblocks and Beebots
Tech stationwhere devices live
Gardenoutdoors
In each room, write one technology moment that fits where your learners are and what they can do. Keep the play first. Circle the one you’ll start with, and mark where a child could change it.
Before the Prompt · ACAMIS ECE 2026 · Mister PylesPlayhouse mat · print A3 · page 17
Stop 10 · Make Dilon yours
Our values friend
The same card DCB uses for every DUCKS values friend. Draw your character, then fill in the card.
Draw your character
NameAnimal or creatureThe value or gap it belongs toThe one big question it asks
I can… (what children can say and do)
Questions adults ask
Books, songs and words that mean the same
Where it lives in the roomHow it says goodbye (because it’s pretend)Friends it partners with
Keep it openly pretend: teacher-voiced and scripted, it can’t answer back, remember children or follow them home, and it always says goodbye.
Before the Prompt · ACAMIS ECE 2026 · Mister PylesCharacter card · page 18
Strand seed cards · cut out · one set per table
Tech has a home
The needDevices at home are everywhere and nowhere. Children need to know technology has a place and a routine.
FromDilon Lesson 1: “Where does it go?”
A starting ideaA tech station with Dilon, or your own character, watching over it.
Two gentle hands
The needCaring for the things we share, before children have devices of their own.
FromLesson 1 “Gentle hands”, with Responsible Ryan
A starting ideaPractise carrying a cardboard tablet across the room with two hands.
Is it technology?
The needTechnology can be anywhere: walls, toys, shops and pockets.
FromThe tech hunt
A starting ideaA weekly tech hunt with a “not sure” basket.
Not sure? Grab a grown-up
The needKnowing who your trusted adults are, before you need them.
FromDilon’s return-it-to-a-grown-up loop
A starting ideaA photo wall of “people who help us with technology”.
People made it
The needEvery voice in a machine was designed by people.
FromThe Beebot question: “Who told it?”
A starting ideaRecord a class voice on a talking button. Who made it talk?
Machines can guess
The needConfident isn’t the same as correct.
FromByte and the Blue Cat
A starting ideaA puppet that sorts by one rule and gets one wrong.
Before the Prompt · ACAMIS ECE 2026 · Mister PylesSeed cards 1 · page 24
Strand seed cards · plus blanks to plant your own
My picture, my say
The needChildren’s preferences matter. Adults remain responsible for permissions, privacy and sharing decisions.
FromCapture and share
A starting ideaChildren choose which of their photos are printed and shown to families.
Real or pretend?
The needTalking toys and voice assistants can feel like friends.
FromWhy Dilon says goodbye
A starting ideaUse Dilon and a picture of a talking toy. Adults explain which words are scripted and which devices can generate replies; no live AI toy is used.
Our own strand
Name it
The need
A starting idea
Our own strand
Name it
The need
A starting idea
Our own strand
Name it
The need
A starting idea
Our own strand
Name it
The need
A starting idea
Before the Prompt · ACAMIS ECE 2026 · Mister PylesSeed cards 2 · page 25
Paw-print feedback · swap plans with the next table · leave two paw-prints
Paw-print 1 · This will work because…
Paw-print 2 · One next paw-step could be…
Paw-print 1 · This will work because…
Paw-print 2 · One next paw-step could be…
And the question every plan should answer: where can a child change the plan?
Our promise cards · one per person · like the Responsible Helper badge
I promise to…ByWith
I promise to…ByWith
Before the Prompt · ACAMIS ECE 2026 · Mister PylesFeedback and promise · page 26
Family note · 家长便条
This week we played a technology hunt with Digital Citizen Dilon.
Ask your child: “Is it technology? Where does it live?” At home, choose a “home” for one device together and practise a safe grip, stand or adult-supported access. No new screens needed.
Choose one spot where devices live and charge, and put them back together.
给电子产品一个固定的“家”。
2 · Safe, supported handling
Use a safe grip, stand or adult help to suit your child.
轻轻拿稳；按需要使用支架或请成人帮忙。
3 · Talking toys and speakers
Children never share their name, address, school or photos with them; grown-ups check the settings.
不向玩具或音箱透露名字、地址、学校或照片。成人负责检查设备、隐私设置和监督使用。
4 · Pretend is pretend
It’s fine to love characters and still say, “People made it say that.”
是谁让它这样说的？
5 · Look at their photos together
“Show me what you made.” Then: “Is this picture okay to share?” Please don’t post photos that include other children.
能给我看看你做的东西吗？请不要把有其他孩子的照片发到网上。
6 · “I’m not sure, let’s check”
When a speaker or app answers, wonder aloud: “How could we check?”
我们怎么查一查对不对？
Technology includes human-made tools and devices, not only electronics. Toys can also be machines. Please check Chinese wording locally. 工具和设备不限于电子产品；玩具也可能是机器。
Before the Prompt · ACAMIS ECE 2026 · Mister PylesFamily note and guide · page 27
Worried
Wary
Unsure
Curious
Excited
Beebot
Tech has a home
Two gentle hands
Is it technology?
Not sure? Grab a grown-up
People made it
My picture, my say