Artificial intelligence in early childhood and preschool: an approach to teachers
Artificial intelligence in early childhood and preschool: an approach to teachers
Keywords:
Artificial Intelligence, education, deep learning, symbolic reasoningAbstract
Artificial intelligence has emerged as an innovative tool, with numerous programs available to the general public and especially to the field of education. Its potential to transform education lies in the ability to adapt existing digital platforms and move away from traditional approaches in the teaching process. Research related to its use in education shows satisfactory results in terms of increased motivation for learning and improved academic outcomes where it has been systematically implemented. This article is based on the findings of a qualitative research study, which identified the need to create a manual due to a lack of preparation in this area. The theoretical methods used include analytical-synthetic, structural-systemic, and documentary analysis based on scientific literature. The results from the theoretical-documentary and analytical-synthetic analysis supported the selection of the manual's content, while the structural-systemic approach determined the sequencing of the material. The empirical methods consisted of a survey on digital competencies and the use of technological resources in the educational process, applied to 28 early childhood educators from two daycare centers, and 3 preschool teachers, who formed the research sample. The manual provides theoretical and methodological elements, as well as concrete examples of applications for this age group, highlighting their benefits and challenges. The objective of the article is to present the components of a manual for teachers working in early childhood and preschool education, offering an introduction to the implementation of artificial intelligence. It represents a contribution to educational improvement.
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