Generative artificial intelligence and preschool education activities: ethical, pedagogical, and applied approaches

This study aims to examine ethical, pedagogical, and applied approaches to the use of generative artificial intelligence (GAI) technologies in preschool education within a theoretical framework. GAI offers significant advantages for teachers, including creative content production, effective time management, and individualized learning opportunities. In particular, tools such as ChatGPT, DALL·E, and Suno AI can be used to quickly and effectively develop story, song, poster, animation, and game-based activities for preschool children. However, the integration of these technologies into the classroom environment requires teachers to possess multidimensional competencies such as ethical sensitivity, pedagogical intuition, digital literacy, and content control. A literature review reveals that teachers exhibit both promising and cautious attitudes toward AI. Issues such as data privacy, algorithmic bias, cultural appropriateness, and digital inequality are at the center of teachers' ethical concerns. Furthermore, considering the developmental characteristics of preschool children, it is emphasized that AI-based content should be designed in a game-based, interactive, and age-appropriate manner. In this context, the study offers a guiding framework for teachers and policymakers, identifying the key principles that should be considered when integrating AI technologies into early childhood education.