ISSN: 2226-6348
Open access
Importance: Generative Artificial Intelligence (GAI), including Chatgpt and Gemini, has become an important area of current technological development, and it permeates all aspects of people's lives, learning and work. This study focused on how Generative Artificial Intelligence can support teaching and learning in early childhood education. Methodology: This study adopted Systematic Literature Review method, which includes determining the topic, forming keywords, searching for literature, building & analyzing the themes, and forming conclusions. Findings: Generative Artificial Intelligence technology has a wide range of applications in curriculum and Instruction, educational psychology, educational management, educational technology and other educational fields. Kindergarten teaching has various characteristics, including focusing on comprehensive development, using games as the main form of activity, attaching importance to emotional education, focusing on personality development and attaching importance to comprehensive evaluation. Based on these circumstances, Generative Artificial Intelligence can improve and promote teaching methods in early childhood education in many ways, including Lecture, Discussion, Conversation, Reading guidance, Practice, Demonstration, and Discovery. Suggestions: Actively leveraging Generative Artificial Intelligence for early childhood education requires investment in user-friendly applications and tools tailored for this purpose. Educating teachers and educators on utilizing relevant technologies effectively is crucial to maximize their teaching potential. Establishing a collaborative framework between teachers and Generative Artificial Intelligence ensures personalized learning experiences for young children while maintaining data security and privacy compliance.
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(Zhao et al., 2024)
Zhao, Y., Yusof, S. M., Hou, M., & Li, Z. (2024). How Can Generative Artificial Intelligence help Teachers in Early Childhood Education with their Teaching? Analyses from the Perspective of Teaching Methods. International Journal of Academic Research in Progressive Education and Development, 13(1), 2314–2324.
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