Artificial intelligence literacy in early childhood is a skill that aims to enable children to become familiar with digital technologies at an early age in a conscious manner, thereby developing awareness of critical, ethical, and creative use. This study aims to examine teachers’ views on AI literacy among preschool children. A Phenomenological design was adopted from qualitative research methods, and criterion sampling was used from purposeful sampling techniques. Six participants were selected from teachers who met the specified criteria. Data were collected through face-to-face interviews using a personal information form and a semi- structured interview form and evaluated using content analysis.The findings were grouped under three main themes: “Artificial Intelligence Awareness in Early Childhood,” “Artificial Intelligence and the Two Sides of the Coin,” and “Identified Deficiencies in Infrastructure and Teacher Competencies.” Teachers emphasized that artificial intelligence literacy supports children’s cognitive flexibility and stated that this skill should be acquired at an early age. They also underlined that the use of AI tools without pedagogical guidance may pose developmental risks for children in this age group. In addition, technical infrastructure, institutional support, teacher motivation, and the professional competency dimension were emphasized as additional critical factors influencing the integration of artificial intelligence into early childhood education.
Bora et al. (Mon,) studied this question.
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