Exploring parental AI literacy in the context of early childhood learning

Ziyue Wu; Hasan Tınmaz

doi:10.17478/jegys.1821708

Exploring parental AI literacy in the context of early childhood learning

Abstract

This paper explores the growing use of artificial intelligence (AI) in early childhood education (ECE), emphasizing the crucial yet often disregarded role of parents and families. With AI technologies increasingly integrated into educational environments, including households, understanding parental AI literacy is essential for shaping children's learning experiences and developmental outcomes. The review commences by analyzing the current AI applications in ECE, classifying them into six main categories: interactive AI, generative AI, AI prediction, AI literacy, AI-driven personalized learning, and affective AI. Despite the various advantages these advancements offer, they also pose challenges such as potentially worsening digital disparities, concerns regarding data privacy, and ethical dilemmas. The concept of parental mediation in the context of AI technologies is central to the discussion. The review underscores the influence of parents' socioeconomic status, cultural background, age, and educational level on their mediation strategies, which may vary from restrictive to supportive approaches. The effectiveness of parental mediation is intricately linked to parents' AI literacy levels, underscoring the importance of improving parental knowledge and skills in this area. Then this paper presents a novel conceptual framework for parental AI literacy, which encompasses three core dimensions: AI knowledge (evaluation), AI skills (use and guidance), and AI attitudes (understanding). This framework establishes a theoretical foundation for future research by providing a comprehensive model designed explicitly for the family context within early childhood education (ECE). This review synthesizes existing literature and proposes new conceptual models, thereby offering valuable insights to guide policy development, educational practices, and parental training within the rapidly evolving landscape of AI in ECE. It emphasizes the significance of family-centered approaches in leveraging the advantages of AI while effectively mitigating potential risks. Furthermore, it outlines directions for future research and innovation in this critical field.

Keywords

References

Aeschlimann, S., Bleiker, M., Wechner, M., & Gampe, A. (2020). Communicative and social consequences of interactions with voice assistants. Computers in Human Behavior, 12(106466). https://doi.org/10.1016/j.chb.2020.106466
Ahmed, Z., Hashim, A. H. A., Saeed, R. A., & Saeed, M. M. A. (2024). AI-enhanced education: Bridging educational disparities. In AI-Enhanced Teaching Methods. https://doi.org/10.4018/979-8-3693-2728-9.ch004
Al-Zahrani, A. M., & Alasmari, T. M. (2024). Exploring the impact of artificial intelligence on higher education: The dynamics of ethical, social, and educational implications. Humanities and Social Sciences Communications, 11(912). https://doi.org/10.1057/s41599-024-03432-4
ARN, L., & Huang, E. (2024). Robots can do disgusting things, but also good things, such as fostering children’s understanding of AI through storytelling. Association for Computing Machinery Transactions on Computing Education, 24(3), 1–55. https://doi.org/10.1145/3677613
Ata-Akturk, A., & Akman, M. B. (2024). What happens beyond the screen? Uncovering digital technology perception, usage, and parental mediation among 3-6-year-old Turkish children. Journal of Child and Family Studies. 33, 3191–3210. https://doi.org/10.1007/s10826-024-02888-x
Bacchini, D., Cirimele, F., Giunta, L. D., Miranda, M. C., & Pastorelli, C. (2024). Cultural values, parenting and child adjustment in Italy. International Journal of Psychology, 59(4), 540–549. https://doi.org/10.1002/ijop.13105
Bajwa, R. S., Yunus, A., Saeed, H., & Zulfqar, A. (2024). Parenting in the age of artificial intelligence: Digital guardians. In Exploring Youth Studies in the Age of AI. https://doi.org/10.4018/979-8-3693-3350-1.ch003
Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020). Influences of parent engagement in early childhood education centers and the home on kindergarten school readiness. Early Childhood Research Quarterly, 53(4), 260–273. https://doi.org/10.1016/j.ecresq.2020.05.005

Breiner, H., Ford, M., & Gadsden, V. L. (Eds.). (2016). Parenting matters: Supporting parents of children ages 0–8. National Academies Press.
Brito, R., R. Francisco, P. Dias, & S. Chaudron. (2017). Family dynamics in digital homes: The role played by parental mediation in young children's digital practices around 14 European countries. Contemporary Family Therapy, 39, 271–280. https://doi.org/10.1007/s10591-017-9431-0
Calvert, S. L. (2021). Intelligent digital beings as children’s imaginary social companions. Journal of Children and Media, 15(2), 291–296. https://doi.org/10.1080/17482798.2021.1896200
Chen, J. J. (2024). A scoping study of AI affordances in early childhood education: Mapping the global landscape, identifying research gaps, and charting future research directions. Journal of Artificial Intelligence Research, 81, 701–740. https://doi.org/10.1613/jair.1.16882
Chen, J. J. (2025). From Turing’s conception of machine intelligence to the evolution of AI in early childhood education: Conceptual, empirical, and practical insights. AI, Brain and Child, 1(1). https://doi.org/10.1007/s44436-025-00002-6
Crescenzi-Lanna, L. (2023). Literature review of the reciprocal value of artificial and human intelligence in early childhood education. Journal of Research on Technology in Education, 55(1), 21–33. https://doi.org/ 10.1080/15391523.2022.2128480
Druga, S., Christoph, F., & Ko, A. J. (2022). Family as a third space for AI literacies: How do children and parents learn about AI together? New Orleans, 1–17. https://doi.org/10.1145/3491102.3502031
Eira, M., Rasouli, A., & Charisi, V. (2025). Parents’ perceptions about the use of generative AI systems by adolescents. Association for Computing Machinery. https://doi.org/10.1145/3713043.3731508.
Gómez-León, M. I. (2022). Development of empathy through social emotional artificial intelligence. Psychologist Papers, 43(3), 218–224. https://doi.org/10.23923/pap.psicol.2996
Hu, X., & Xu, H. (2021). Research on intelligent education literacy framework for k-12 teachers. Open Education Research, 27(4), 59–70. http://doi.org/10.13966/j.cnki.kfjyyj.2021.04.006
Jin, L. (2019). Study on influences of artificial intelligence era on early childhood family education in China. Journal of Physics: Conference Series, 1302, 1–7. https://doi.org/10.1088/1742-6596/1302/3/032043
Kewalramani, S., Kidman, G., & Palaiologou, I. (2021). Using artificial intelligence (AI)-interfaced robotic toys in early childhood settings: A case for children’s inquiry literacy. European Early Childhood Education Research Journal, 29(5), 652–668. https://doi.org/10.1080/1350293X.2021.1968458
Kurian, N. (2023). AI’s empathy gap: The risks of conversational artificial intelligence for young children’s well- being and key ethical considerations for early childhood education and care. Contemporary Issues in Early Childhood, 0(0), 1–8. https://doi.org/10.1177/14639491231206004
Lee, J., Jo, J., Lee, J., & Kim, S. (2024). Incorporating humanoid artificial intelligence (AI) robots into early childhood education. Education and Information Technologies, 17. https://doi.org/10.1007/s10639-024-12673-4
Livingstone, S., & Helsper, E. (2008). Parental mediation of children’s internet use. Journal of Broadcasting & Electronic Media, 52(4), 581–599. https://doi.org/10.1080/08838150802437396
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. The 2020 Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727
Luo, W., He, H., Gao, M., & Li, H. (2024). Safety, identity, attitude, cognition, and capability: The ‘SIACC’ framework of early childhood AI literacy. Education Sciences, 14(8), 1–19. https://doi.org/10.3390/educsci14080871
Luo, W., He, H., Liu, J., Berson, I. R., Berson, M. J., Zhou, Y., & Li, H. (2023). Aladdin’s genie or Pandora’s box for early childhood education? Experts chat on the roles, challenges, and developments of ChatGPT. Early Education and Development, 35(1), 96–113. https://doi.org/10.1080/10409289.2023.2214181
McCarthy, J., Minsky, M., Rochester, N., & Shannon, C. (1955). A proposal for the Dartmouth summer research project on artificial intelligence. AI Magazine, 27(4), 12. https://doi.org/10.1609/aimag.v27i4.1904
Naida, R., Berezovska, L., Bulgakova, O., Kravets, N., & Savchenkova, M. (2024). Integrating innovative pedagogical technologies into early childhood education training programs: A comparative analysis. Conhecimento & Diversidade, 16(41), 568–595
Ng, D. T. K., Luo, W., Chan, H. M. Y., & Chu, S. K. W. (2022). Using digital storywriting as a pedagogy to develop AI literacy among primary students. Computers and Education: Artificial Intelligence, 3(10054), 1–14. https://doi.org/10.1016/j.caeai.2022.100054
Nikken, P., & Opree, S. J. (2018). Guiding young children’s digital media use: SES-differences in mediation concerns and competence. Journal of Child and Family Studies, 27(6), 1844–1857. https://doi.org/10.1007/s10826-018-1018-3
Popa, C. O., Rus, A. V., Lee, W. C., Parris, S., Webster, R., Lobo, A., & Stativa, E. (2020). Bronfenbrenner’s ecological system theory and the experience of institutionalization of Romanian children. New approaches in behavioral sciences, 237–252. https://doi.org/10.13140/2.1.5000.8004
Rizvi, M. (2023). Exploring the landscape of artificial intelligence in education: Challenges and opportunities. 2023 5th International Congress on Human-Computer Interaction, Optimization and Robotic Applications (HORA). https://doi.org/10.1109/HORA58378.2023.10156773
Rodrigues, D. C., Siqueira, V. S., Costa, R. M., & Barbosa, R. M. (2022). Artificial intelligence applied to smart interfaces for children’s educational games. Displays, 74(102217). https://doi.org/10.1016/j.displa.2022.102217
Rudnova, N., Kornienko, D., Semenov, Y., & Egorov, V. (2023). Characteristics of parental digital mediation: Predictors, strategies, and differences among children experiencing various parental mediation strategies. Education Sciences, 17 (1), 1–14. https://doi.org/10.3390/educsci13010057
Samawi, F. S., & Al-Assaf, J. A. (2023). Empowering early learners: The prospective impact of artificial intelligence on kindergarten education. International Journal of Educational Sciences, 42 (1–3), 54–62. https://doi.org/10.31901/24566322.2023/42.1-3.1299
Samuelsson, R. (2023). A shape of play to come: Exploring children’s play and imaginaries with robots and AI. Computers and Education: Artificial Intelligence, 5(100173), 1–10. https://doi.org/10.1016/j.caeai.2023.100173
Sămărescu, N., Bumbac, R., Zamfiroiu, A., & Iorgulescu, C. M. (2024). Artificial intelligence in education: Next-gen teacher perspectives. Amfiteatru Economic, 26(65), 145–161. https://doi.org/ 10.24818/EA/2024/65/145.
Sheikh, H., Prins, C., & Schrijvers, E. (Eds.). (2023). Artificial intelligence: Definition and background. In Mission AI: Research for policy (pp. 15–41). Springer. https://doi.org/10.1007/978-3-031-21448-6_2
Sichula, N. K., Sichula, B., Kalinde, R., & Mambwe, C. (2024). Stakeholder perspectives of PBL and their involvement in the implementation of play pedagogy in selected schools offering ECE in Southern and Central Zambia. Journal of Learning and Social Sciences, 5(4), 89–107. https://doi.org/10.53974/unza.jlss.5.4.1166
Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Computers and Education: Artificial Intelligence, 3(100049), 1–13. https://doi.org/10.1016/j.caeai.2022.100049
Su, J., & Yang, W. (2023). AI literacy curriculum and its relation to children's perceptions of robots and attitudes towards engineering and science: An intervention study in early childhood education. Journal of Computer Assisted Learning, 40(1), 241–253. https://doi.org/10.1111/jcal.12867
Su, J. (2024). Kindergarten parents’ perceptions of the use of AI technologies and AI literacy education: Positive views but practical concerns. Education and Information Technologies, 1–17. https://doi.org/10.1007/s10639- 024-12673-4
Su, J. (2024). Kindergarten teachers' perceptions of AI literacy education for young children. International Journal of Technology and Design Education, 34(5). 1665–1685. https://doi.org/10.1007/s10798-024-09876-8
UNICEF. (2023). Eye-tracking tech helps children with disabilities to attend school. United Nations Children's Fund. https://www.unicef.org/ukraine/en/stories/eye-tracking-tech-helps-children-with-disabilities
Wong, G. K., Ma, X., Dillenbourg, P., & Huan, J. (2020). Broadening artificial intelligence education in K-12: Where to start? Association for Computing Machinery Inroads, 11(1), 20–29. https://doi.org/10.1145/33818
You, J., & Yang, X. (2024). Evaluation of the effectiveness of robot-assisted teaching in the training room in preschool education. Applied Mathematics and Nonlinear Sciences, 9(1). 1–16. https://doi.org/10.2478/amns- 2024-2754
Zhao, Y., Peng, X., & Cun, G. (2025). Artificial intelligence literacy: Connotation, framework, and evaluation system. Library and Information Service, 69(13), 83–93. https://doi.org/10.13266/j.issn.0252-3116.2025.13.007

Details

Primary Language

English

Subjects

Child Development Education

Journal Section

Research Article

Authors

Ziyue Wu This is me
0000-0002-6033-4585
South Korea

Hasan Tınmaz ^*
0000-0003-4310-0848
South Korea

Publication Date

March 30, 2026

Submission Date

November 12, 2025

Acceptance Date

January 6, 2026

Published in Issue

Year 2026 Volume: 14 Number: 1

DOI

https://doi.org/10.17478/jegys.1821708

IZ

https://izlik.org/JA52YE83KR

Cite

RIS / Bibtex

APA

Wu, Z., & Tınmaz, H. (2026). Exploring parental AI literacy in the context of early childhood learning. Journal for the Education of Gifted Young Scientists, 14(1), 1-8. https://doi.org/10.17478/jegys.1821708

AMA

1.Wu Z, Tınmaz H. Exploring parental AI literacy in the context of early childhood learning. JEGYS. 2026;14(1):1-8. doi:10.17478/jegys.1821708

Chicago

Wu, Ziyue, and Hasan Tınmaz. 2026. “Exploring Parental AI Literacy in the Context of Early Childhood Learning”. Journal for the Education of Gifted Young Scientists 14 (1): 1-8. https://doi.org/10.17478/jegys.1821708.

EndNote

Wu Z, Tınmaz H (March 1, 2026) Exploring parental AI literacy in the context of early childhood learning. Journal for the Education of Gifted Young Scientists 14 1 1–8.

IEEE

[1]Z. Wu and H. Tınmaz, “Exploring parental AI literacy in the context of early childhood learning”, JEGYS, vol. 14, no. 1, pp. 1–8, Mar. 2026, doi: 10.17478/jegys.1821708.

ISNAD

Wu, Ziyue - Tınmaz, Hasan. “Exploring Parental AI Literacy in the Context of Early Childhood Learning”. Journal for the Education of Gifted Young Scientists 14/1 (March 1, 2026): 1-8. https://doi.org/10.17478/jegys.1821708.

JAMA

1.Wu Z, Tınmaz H. Exploring parental AI literacy in the context of early childhood learning. JEGYS. 2026;14:1–8.

MLA

Wu, Ziyue, and Hasan Tınmaz. “Exploring Parental AI Literacy in the Context of Early Childhood Learning”. Journal for the Education of Gifted Young Scientists, vol. 14, no. 1, Mar. 2026, pp. 1-8, doi:10.17478/jegys.1821708.

Vancouver

1.Ziyue Wu, Hasan Tınmaz. Exploring parental AI literacy in the context of early childhood learning. JEGYS. 2026 Mar. 1;14(1):1-8. doi:10.17478/jegys.1821708