Early Childhood Teachers’ Discourse on the Development of an Artificial Intelligence Model to Support Young Children’s Social-Emotional Development
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The purpose of this study is to explore strategies for developing an AI model for young children that supports their social-emotional development, based on the discourse of early childhood teachers. Group interviews were conducted with 10 teachers of three- to five-year-old classes from early childhood education institutions. The results derived from the interviews are as follows. First, the teachers generally expressed positive expectations regarding the development of media utilizing AI, and suggested several directions for development: ‘possibility of interactive communication’, ‘child-friendly materials and robust design’, ‘functions operable by young children’, ‘updates reflecting user feedback’, and ‘management of children's social-emotional development through data analysis’. Second, the teachers emphasized the need for safeguarding and managing ethical aspects, such as ‘management of young children's personal information and data’, ‘ethical considerations in interactions with the AI model’, ‘negative impacts on real-life interactions due to over-reliance on the AI model’ and ‘evaluation of AI model operation’. This study is significant in that it draws out developmental directions and considerations for AI model development directly from early childhood teachers. It is expected that the findings will serve as foundational data for the future development of AI-based models designed to support young children's social-emotional growth.
Abstract
The purpose of this study is to explore strategies for developing an AI model for young children that supports their social-emotional development, based on the discourse of early childhood teachers. Group interviews were conducted with 10 teachers of three- to five-year-old classes from early childhood education institutions. The results derived from the interviews are as follows. First, the teachers generally expressed positive expectations regarding the development of media utilizing AI, and suggested several directions for development: ‘possibility of interactive communication’, ‘child-friendly materials and robust design’, ‘functions operable by young children’, ‘updates reflecting user feedback’, and ‘management of children's social-emotional development through data analysis’. Second, the teachers emphasized the need for safeguarding and managing ethical aspects, such as ‘management of young children's personal information and data’, ‘ethical considerations in interactions with the AI model’, ‘negative impacts on real-life interactions due to over-reliance on the AI model’ and ‘evaluation of AI model operation’. This study is significant in that it draws out developmental directions and considerations for AI model development directly from early childhood teachers. It is expected that the findings will serve as foundational data for the future development of AI-based models designed to support young children's social-emotional growth.