educación infantil

En este artículo presentamos una propuesta de tratamiento didáctico de la mediación lingüística enfocada a la Educación Infantil. A pesar de no haber sido muy explorada por la investigación en didáctica del español como L2, esta etapa educativa plantea una serie de retos derivados de la confluencia en el aula de alumnado con distinto bagaje lingüístico y cultural; por ejemplo, la implementación de dinámicas de mediación ajustadas al grado de desarrollo de la competencia comunicativa del grupo. La propuesta didáctica que presentamos en este trabajo pretende abordar este reto mediante el establecimiento de dos objetivos: a) trasladar al alumnado el rol de...

Modelling and exploiting taxonomic knowledge for developing mobile learning systems to enhance children’s structural and functional categorization

MuhammadAzeem Abbas, Gwo-Jen Hwang, Saheed Ajayi (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The recent decade has seen increased attention focused on understanding category formation–a cognition ability of preschool aged children. Children organize their knowledge about real-world objects by categorizing them under some common properties or functions. The advancement and popularity of mobile devices with touch screens provide a good opportunity for young children to learn and practice. In this study, an approach that models structural and functional categorization knowledge for developing mobile learning systems with dynamic categorization exemplars is proposed. A mobile application was implemented based on the proposed model for pre-schoolers (aged 3–6 years). Moreover, the quasi...

Immersive multi-modal pedagogical conversational artificial intelligence for early childhood education: An exploratory case study in the wild

Sinem Aslan, Lenitra M. Durham, Nese Alyuz (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Educational technology research has found that parents of young children widely share concerns about extended screen time, lack of physical activity, and lack of social interaction. Kid Space was developed to address these concerns by enabling multi-modal and immersive collaborative play-based learning. Kid Space utilizes multiple sensing technologies with an immersive physical space through a human-scale wall projection and incorporates a conversational AI agent to interact with children, understand individual progress, and personalize learning experiences in a blended physical and digital environment. To evaluate Kid Space in the wild, we conducted a multi-method user study involving a...

Play with AI (PL-AI): A play-centered, design-based curriculum for AI literacy in pre-K and kindergarten

Joohi Lee (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This paper reports on the design, implementation, and refinement of Play with AI (PL-AI), a developmentally appropriate curriculum designed to introduce foundational artificial intelligence (AI) concepts to pre-kindergarten and kindergarten children. Using a design-based research (DBR) approach, two pre-K and two kindergarten teachers co-designed, piloted, and refined seven sequenced activities integrating unplugged play (e.g., children composing and testing “how-to” algorithms), tangible coding (e.g., programming Bee-Bot or Ozobot to follow paths), and guided dialogue with a social AI robot (e.g., comparing children's story endings with the robot's). The study addressed two research...

Artificial intelligence in early childhood education: A scoping review

Jiahong Su, Weipeng Yang (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) tools are increasingly being used in the field of early childhood education (ECE) to enhance learning and development among young children. Previous proof-of-concept studies have demonstrated that AI can effectively improve teaching and learning in ECE; however, there is a scarcity of knowledge about how these studies are conducted and how AI is used across these studies. We conducted this scoping review to evaluate, synthesize and display the latest literature on AI in ECE. This review analyzed 17 eligible studies conducted in different countries from 1995 to 2021. Although few studies on this critical issue have been found, the existing references provide up-...

An early investigation of collaborative problem solving in conversational AI-mediated learning environments

Sinem Aslan, Nese Alyuz, Belle Li (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Collaborative problem solving (CPS) encourages children to communicate effectively and fosters creativity and critical thinking. New digital technologies can potentially provide opportunities for innovative ways to promote CPS at an early age. However, one key challenge of such technologies is to be engaging and effective while also pedagogically adapting to developmental needs of young learners. In this paper, we propose that a multimodal conversational AI system, Kid Space, providing interactive learning experiences could enrich CPS and promote positive educational outcomes. Kid Space combines multimodal classroom sensing with a projected 3D virtual environment and an animated...

Exploring factors influencing preschool teachers’ behavioral intention to use AI technologies in early childhood settings

Ziyang Duan, Yingfan Shan, Yue Gong (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

With the rapid advancement of artificial intelligence (AI) and its increasing integration into education, the early childhood education sector has begun to explore the potential of AI integration. As key agents in the classroom integration of technology, preschool teachers' willingness to use AI directly impacts the effectiveness of AI implementation in early childhood education. Grounded in an extended framework of the Technology Acceptance Model, this study investigates the mechanisms through which perceived usefulness (PU), perceived ease of use (PEOU), subjective norm (SN), AI anxiety (AIA), and AI self-efficacy (AISE) influence preschool teachers' behavioral intention (BI) to use AI. A...

Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation

Weipeng Yang (2022)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) education has posed fundamental challenges to early childhood education (ECE), including (1) why AI is necessary and appropriate for learning in the early years, (2) what is the subset of key AI ideas and concepts that can be learned by children, and (3) how to engage children in a meaningful experience that allows them to acquire these fundamental AI concepts. This report from the ECE field discusses the key considerations for developing an AI curriculum for young children. These key considerations altogether present an innovative pedagogical model for AI literacy education in early childhood. This model argues that AI literacy is an organic part of digital...

Tailoring AI agents for early learning: The Creative Project Approach

Weipeng Yang, Hui Li, John Chi-Kin Lee (2025)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

This paper explores the integration of AI agents within the Project Approach in early childhood education (ECE) to enhance children's creative learning in the digital age. Addressing the current lack of guidance in this area, the paper conceptualizes how AI agents can be specifically tailored to foster creativity in young learners. Drawing upon theoretical foundations and empirical evidence, it proposes a “Creative Project Approach” that integrates generative AI and robotics in ECE. A pedagogical framework is developed, consisting of five key steps: (1) identifying learning needs, (2) facilitating child-robot interaction with teacher guidance, (3) situating AI and robot use in various...

Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions

Jiahong Su, Yuchun Zhong (2022)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

With the rapid technological development of society brought on by Artificial Intelligence (AI), the demand for AI-literate workers will increase in the future. It is critical to develop the next generation's AI competencies and educate them about how to work with and use AI. Previous studies on AI were predominantly focused on secondary and university education; however, research on the Artificial Intelligence curriculum in early childhood education is scarce. Due to the lack of conformity on the standardisation of AI curriculum for early childhood education, this study examines the AI curriculum for kindergarten children using the framework which consists of four key components, including...