Research Findings: This study investigated artificial intelligence (AI) literacy among Chinese preschoolers (N = 3960, ages 3–6, M age = 4.37, boys = 2100, girls = 1860). using a newly developed assessment instrument adapted from the Safety, Identity, Attitude, Cognition, and Capability (SIACC) framework. Exploratory and confirmatory factor analyses revealed a three-factor structure comprising Ethics, Cognition, and Apply. Children demonstrated nascent AI literacy across all constructs. Counterintuitively, parental education level negatively predicted children's AI literacy, whereas child age and urban residence demonstrated positive associations. Latent profile analysis identified four distinct profiles: Low, Intermediate, High, and Advanced, reflecting varied patterns of AI literacy. Multinomial logistic regressions indicated that child age positively predicted membership in higher literacy profiles, while parental age showed a negative association. Surprisingly, lower parental education was associated with membership in the High and Advanced profiles. Practice or Policy: This study highlights the complex interplay of factors influencing early AI literacy among Chinese preschoolers, emphasizing the need for developmentally appropriate and culturally sensitive interventions. The identified profiles can inform targeted curriculum development, prioritizing ethical considerations alongside cognitive and applied skills. Policymakers should address emerging digital divides by allocating resources equitably.
Xiong et al. (2025) studied this question.