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Fostering AI Literacy in Early Childhood: Emerging Theoretical and Empirical Insights
Sun, April 27, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 711Session Type: Symposium
Abstract
There is an urgent need to foster AI literacy and help young children navigate our increasingly AI-driven society. This symposium includes four papers addressing this need across different contexts: (1) A Delphi study in the US explores a theoretical patchwork of metaphors to develop an adaptable AI literacy framework; (2) An expert panel in China designs an AI literacy framework using grounded theory; (3) A scoping review examines existing research on AI conceptualization for young children; and (4) An experimental study in Hong Kong assesses the impact of a program on kindergartners' AI literacy. These diverse papers collectively contribute to the emerging understanding of AI literacy for young children, offering important implications for research and practice.
Sub Unit
Chair
Papers
A Theoretical Patchwork of Metaphors for AI Literacy for Young Children: Insights from a Delphi Study - X. Christine Wang, University at Buffalo - SUNY; Chris Proctor, University at Buffalo - SUNY; Zhuoyun Cai, University at Buffalo - SUNY; Varun Chetan Bhatt, University at Buffalo - SUNY
Safety, Identity, Attitude, Cognition, and Capability: The SIACC Framework of Early Childhood AI Literacy - Wenwei Luo, Shanghai Normal University; Huihua He, Shanghai Normal University; Minqi Gao, Shanghai Normal University; Hui Li, The Education University of Hong Kong
From Piaget to Posthumanism: Conceptualization of AI in Early Childhood Education - Zhuoyun Cai, University at Buffalo - SUNY; Grace Yaxin Xing, University at Buffalo - SUNY; Yuya Yamamoto, University at Buffalo - SUNY
The Impact of the AiMaster Educational App on Kindergartners’ AI Literacy - Jiahong Su, University of Hong Kong