This study was conducted to explore the meaning of the experience and necessary support of early childhood teachers who operate the curriculum using artificial intelligence (AI). In this study, a qualitative research method was selected to determine t...
This study was conducted to explore the meaning of the experience and necessary support of early childhood teachers who operate the curriculum using artificial intelligence (AI). In this study, a qualitative research method was selected to determine the experience of early childhood teachers using AI in curriculum operation. Five national and public kindergarten teachers were selected to collect, analyze, and interpret data through individual interviews for about 12 weeks from early July to mid-September 2022. Results of the study indicated that teachers were afraid of AI, but teachers’ perceptions changed as they experienced that the use of AI had a positive effect on infants. Especially, teachers conceded the presence of the negative impact of AI, and as such tried to protect infants from these effects. Teachers also recognized the importance of their own expertise and competence when using AI with infants. Secondly early childhood teachers requested AI media and data support, educational environment construction, teacher training, and manpower support to aid the operation of the curriculum using AI. The results represent practical experiences such as early childhood teachers’ perception and experience of AI, teachers’ roles and competences, difficulties and demands for support and suggested implications for the successful implementation in early childhood education.