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Generative AI in Chinese Early Childhood Education: Teachers' Usage Patterns, Perceptions, and Factors Influencing Pedagogical Applications
Abstract
While generative artificial intelligence (GenAI) applications in secondary and higher education have been widely studied, their adoption in early childhood education remains underexplored. This study investigates Chinese preschool teachers' (N = 10) GenAI adoption patterns, perceptions, and determinants through surveys and semi-structured interviews, framed by expectancy-value theory and the Technological Pedagogical Content Knowledge model. Key findings reveal: moderate to high adoption rates despite varying artificial intelligence literacy, with strong perceived utility, achievement value, and intrinsic motivation outweighing minimal implementation barriers; institutional supports, especially organizational culture, peer collaboration, and curriculum-aligned customization were pivotal adoption drivers; and teachers emphasized the need for culturally and developmentally appropriate GenAI tools, stressing contextual relevance for effective integration. The results highlight the necessity for teacher training and ethical guidelines to facilitate responsible GenAI implementation in early childhood education settings.
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