Safety, Identity, Attitude, Cognition, and Capability: The SIACC Framework of Early Childhood AI Literacy

• In Event: Fostering AI Literacy in Early Childhood: Emerging Theoretical and Empirical Insights

Abstract

Accompanied by the rapid advancement and comprehensive implementation of Artificial Intelligence (AI) in early childhood education (ECE) (Chen & Lin, 2024; Luo et al., 2024; Su & Yang, 2022), a pressing challenge to young children is learning how to use AI ethically and appropriately (Luo et al., 2021, 2023).

However, the literature indicates a significant gap: the absence of an age- and culture-appropriate framework for early childhood AI literacy. (Burgsteiner et al., 2016; Druga et al., 2022; Long & Magerko, 2020; Kandlhofer et al., 2016; Ng et al., 2021). Consequently, the research objectives are twofold: first, to create a culturally relevant AI literacy concept for young children, and second, to embed it into a framework to develop assessments and programs for AI readiness in early childhood education.

This study addresses the fundamental gap by creating a Chinese framework for early childhood AI literacy through an expert interview study with a grounded theory approach. Seven Chinese experts, including ECE and AI professors, kindergarten principals, and directors of ECE Information Departments, were purposely sampled and interviewed, representing the scholars, practitioners, and policymakers. ECE professors offer academic and ECE-specific viewpoints, while AI professors provide a tech perspective. Kindergarten principals share practical experiences, and governmental directors contribute policy insights, creating a well-rounded view of young children's AI literacy. Subsequently, a grounded theory approach was employed with inductive coding methods to analyze the expert interview data. In particular, a three-stage constant comparative procedure was used to identify the themes found in the interview data (Glaser & Strauss, 1967).

Our study has formulated a comprehensive definition of young children’s AI literacy and has generated a Chinese 5-dimension model, namely Safety, Identity, Attitude, Cognition, and Capability (SIACC). The SIACC framework is anchored in the principle of developmental appropriateness and accords with the progressive stages of learning. These dimensions are interdependent and interconnected, fostering a holistic comprehension of AI among young learners within the contemporary digital milieu. This model constitutes an ecosystem wherein each dimension nurtures and amplifies the others, laying the groundwork for a robust AI literacy educational framework that will be vital in shaping young digital citizens in the future.

The SIACC model is comprehensive and progressive, designed to embrace the entire spectrum of learning stages—from knowing to applying AI. On the one hand, it operationalizes an age-appropriate approach specifically for the ECE sector. Correspondingly, it places less emphasis on sophisticated tasks such as AI content creation and co-creation identity, which may overtax younger learners. On the other hand, the 'SIACC' framework advocates for the horizontal integration of AI Knowledge, Skill, and Attitude alongside its vertical developmental dimension, forming a synergistic educational experience. By following this model, scholars and educators are equipped with a valuable and practical framework, ensuring comprehensive AI literacy in the early childhood domain.

Authors

• Wenwei Luo, Shanghai Normal University

• Huihua He, Shanghai Normal University

• Minqi Gao, Shanghai Normal University

• Hui Li, The Education University of Hong Kong