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International Journal of Technology and Design Education

15-03-2024

Kindergarten Teachers’ Perceptions of AI Literacy Education for Young Children

Author: Jiahong Su

Published in: International Journal of Technology and Design Education

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Abstract

Educators and researchers have increasingly recognized the importance of AI literacy. Despite the growing body of AI literacy literature, the challenges and enablers for introducing AI literacy for kindergarten children is still underexplored and undertheorized in early childhood education. It is critical to understand the challenges and enablers associated with promoting AI literacy and perceptions in kindergartens needs to be further researched and evaluated. This study aims to identify teachers’ views on the importance of AI literacy in kindergartens and the challenges and enablers of promoting AI literacy in kindergartens. Data was collected from 15 teachers through individual interviews. It was found that the four main challenges of promoting AI literacy in kindergarten classrooms, including lack of school support, lack of children’s comprehensive ability, insufficient teacher knowledge of AI, and lack of curriculum guidelines. The three main enablers of promoting AI literacy in kindergarten classrooms are government support, school support, and social needs. We also found that more than half of teachers in this study considered AI literacy education is crucial for kindergarten children. This study develops an AI literacy policy framework for young children that includes three dimensions—governance, pedagogical, and operational and management. Based on the findings, suggestions for educators, curriculum developers, policymakers, and researchers are discussed.

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Metadata
Title
Kindergarten Teachers’ Perceptions of AI Literacy Education for Young Children
Author
Jiahong Su
Publication date
15-03-2024
Publisher
Springer Netherlands
Published in
International Journal of Technology and Design Education
Print ISSN: 0957-7572
Electronic ISSN: 1573-1804
DOI
https://doi.org/10.1007/s10798-024-09876-8

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