Based on the experience of early childhood teachers using AI analysis of perceptions and needs of class execution

In this study, we analyzed the classes of early childhood teachers with experience in utilizing AI and their awareness and needs for AI-based classes. To this end, we conducted a survey of 215 teachers of 3-5 year-old children in kindergartens and daycare centers in Seoul, Gyeonggi-do, and Incheon who had experience in using AI for classes, and the collected data was analyzed using SPSS 27.0. The results of the study were as follows: First, early childhood teachers’ AI-based classes were most often about providing assistance with learning activities. In terms of institution type, kindergartens were slightly higher than daycare centers in terms of AI utilization capacity, but daycare centers were more likely to develop AI-based class expertise. In terms of career, early childhood teachers with less than 5 years of experience were more likely to utilize AI. Second, AI-based education was most often provided once or twice a month, and awareness of AI-based classes by career was high for those with less than 5 years of experience, and AI-based education was most often about ‘helping with collecting activity data.’ Third, early childhood teachers’ needs for AI-based education were that AI is a teaching assistant, and securing time to prepare AI-based classes and developing and distributing learning materials were the most common for establishing AI-based classes. This study is significant in that it provides basic data for the necessary capabilities related to AI utilization, support measures for early childhood teachers who utilize AI, and activation of AI-utilizing education.