World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.345-348
Jiyoung Lee
Tarlac State University
Abstract
Artificial intelligence (AI) is increasingly embedded in young children’s daily lives, reshaping early childhood education in fundamental ways. This paper proposes core directions for early childhood education in the age of artificial intelligence, emphasizing a human-centered approach to AI integration. Key areas discussed include foundational digital literacy, social and emotional learning, the redefinition of teachers’ roles, ethical and safe AI use, and play-based hybrid learning environments. While AI offers valuable support for learning, the paper argues that early childhood education must remain grounded in relationships, play, and holistic development. Ultimately, early childhood education should aim to foster future citizens who can engage with AI critically while sustaining empathy, ethical awareness, and human values.
Keywords: Artificial intelligence; early childhood education; digital literacy; social and emotional learning; play-based learning; human-centered education
INTRODUCTION
Artificial intelligence (AI) technologies are rapidly permeating all aspects of young children’s daily lives, fundamentally transforming educational environments. Smart devices, voice recognition systems, and image-generation tools are now commonly used in both homes and educational institutions, positioning young children as the first generation to experience AI as an integral part of their everyday environment (Hong, 2025). These changes suggest that early childhood education must move beyond the mere adoption of technological tools and instead reconsider the competencies required of young children and the reestablishment of human-centered values in the AI era (Richardson, 2025). This paper aims to propose key directions for early childhood education in response to the challenges and opportunities presented by the age of artificial intelligence.
KEY DIRECTIONS FOR EARLY CHILDHOOD EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE
Strengthening Foundational Digital Literacy Education
Digital literacy extends beyond basic operational skills related to digital devices. It encompasses the ability to evaluate the credibility and sources of information, understand the manipulability of images and videos, and develop early awareness of the limitations of artificial intelligence (Choi & Oh, 2024). Because young children are particularly inclined to accept AI-generated outputs as factual, an inquiry-based approach grounded in critical thinking is essential. This approach encourages questions such as “Why did this result appear this way?” and “Could there be different outcomes?” (Pyun, 2025). Developmentally appropriate activities may include comparing images, distinguishing AI-generated images from real photographs, and developing a basic functional understanding of AI as “a helping friend” rather than an authoritative source.
Strengthening Social and Emotional Child-Centered Education
Because artificial intelligence cannot replace emotional relationships, early childhood education must place greater emphasis on uniquely child capacities such as empathy, cooperation, and self-regulation (Richardson, 2025). As AI-based personalized learning becomes more widespread, the value of shared play experiences that foster peer interaction becomes increasingly significant (Kim, Lee, & Lee, 2025). Within classroom contexts, relational learning experiences—such as emotion-expression role play, dialogue modeling for conflict resolution, and collaborative projects—are essential for supporting children’s social and emotional development. These experiences form a foundational basis for cultivating “social intelligence,” which is a key competency for thriving in the age of artificial intelligence.
Redefining the role of teachers
As artificial intelligence increasingly performs instructional functions such as information delivery and material generation, the role of teachers is shifting from that of a “knowledge transmitter” to that of a learning facilitator, observer, and interpreter (Yun, 2025). Teachers serve as guides who help young children understand and appropriately interpret AI-generated outputs, while also functioning as primary human resources that provide emotional security and ethical judgment. In AI-integrated classrooms, teachers must act both as professionals capable of meaningfully integrating technology and as central agents of high-quality interactions that connect play with children’s developmental needs.
Building Play-based and hybrid learning environments
An excessive shift toward technology-centered learning environments may hinder young children’s sensory and physical development. Therefore, while AI should be utilized as a supportive tool that extends play experiences, a hybrid learning environment is needed—one in which hands-on play, nature-based experiences, arts, and physical activities remain central to educational practice (Klimova & Pikhart, 2025). For example, AI-generated images can be effectively used as prompts that lead to hands-on creation, story construction, and sensory play, thereby integrating digital tools with developmentally appropriate learning experiences.
CONCLUSION
Artificial intelligence is a powerful tool that has the potential to expand the possibilities of early childhood education; however, the core of education must continue to center on people, relationships, and play. Early childhood education should not pursue technology-driven practices, but rather aim for human-centered uses of AI. In this regard, teachers, families, and society must collaboratively establish safe and developmentally appropriate AI environments that support children’s holistic development. Early childhood education in the age of artificial intelligence should ultimately cultivate future citizens who possess a balanced integration of technological competence and human values.
References
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