"Artificial Intelligence and Kindergarten Child Learning"

	"Artificial Intelligence and Kindergarten Child Learning"
Artificial Intelligence Information Security
Volume 2, Issue 6, November 2024, Page 292-301 PDF (1002.38 K)
Document Type: Articles and research theses.
DOI: 10.21608/aiis.2024.394074
View on SCiNiTO
Author
Hanan Mohamed Nassar
Faculty of Education, Kafrelsheikh University
Abstract
We are in an era where digital technology is reshaping the very fabric of society. So understanding how to integrate these developments into our children's lives and education is not only useful, but imperative. The term artificial intelligence refers to systems or devices that simulate human intelligence to perform tasks and can improve themselves based on the information they collect. Its applications include smart education systems, smart content, virtual reality (VR) and augmented reality (AR) technology, robots, and others. Just as it has benefits in improving the educational process, it also has disadvantages. Therefore, it is necessary to integrate between the kindergarten and the family to benefit from them and avoid their disadvantages. The role of the family is to help their children choose appropriate interactive electronic games or activities, involve them in play and activity, provide indirect guidance, explanation and observation, and setting a time to play with them. The role of the kindergarten teacher is to plan to use the artificial intelligence applications and electronic games, by choosing them, determining the appropriate time and place for their implementation. She asks questions, clarifies the rules of play or activity, divides children into groups, determines roles, helps and intervenes at the appropriate time, and then evaluates in light of the goals.
Keywords
Artificial Intelligence Applications; Kindergarten child


Statistics Article View: 198 PDF Download: 128