Examines how preservice teachers use generative AI to enhance storytelling in early childhood education, indicating its potential for creativity and learning.
This study examines how two preservice Early Childhood Education (ECE) teachers, identified as authors two and three, engaged with generative AI (GenAI) tools during a digital name storytelling project. Created to foster creativity and independence, the assignment encouraged the preservice teachers to select a GenAI tool, explore its use in creating a personally meaningful narrative about their names. In their reflections, the two preservice teachers described developing new strategies for crafting effective prompts, gaining insights into the capabilities and limitations of GenAI in educational settings, and modifying the tools to suit pedagogical objectives. They also discussed challenges such as managing unpredictable AI outputs and maintaining intentional, student-centered design. Their experiences demonstrate how carefully designed projects can prepare future teachers to use GenAI to support identity, expression, and social-emotional learning in early childhood classrooms.
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Yang et al. (2026) studied this question.
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