AI Integration in Early Childhood Education: Perspectives and Imagining Futures from Pre-service Teachers

• In Event: AI in Teacher Preparation: Exploring Literacy, Lesson Planning, and Collaborative Practices

Abstract

This exploratory study investigates how pre-service teachers perceive the integration of artificial intelligence (AI) in early childhood education (ECE). Adapting the Technology Acceptance Model and Developmentally Appropriate Practices, we conducted semi-structured individual interviews with eight participants and thematic analysis. Findings show (1) most participants perceived AI as easy to use and useful in both daily and professional contexts; (2) while highlighting its potential benefits for ECE, participants’ concerns emerged around age appropriateness, teacher/student agency, and ethical considerations; and (3) participants emphasized the need for AI literacy for young children and teacher training on critical AI integration. This study highlights ethical, age-appropriate, and pedagogical considerations to guide future responsible AI integration in ECE across AI-driven tool design, practice, and policy.

Author

• Zhuoyun Cai, University at Buffalo - SUNY