Safety, Identity, Attitude, Cognition, and Capability: The ‘SIACC’ Framework of Early Childhood AI Literacy
Abstract
:1. Introduction
1.1. The Definitions of AI Literacy
1.2. The Constructs of AI Literacy
1.3. The Context of This Study
- What is the definition of young children’s AI literacy, according to Chinese experts?
- What constructs are identified by Chinese experts as central to young children’s AI literacy?
2. Method
2.1. Grounded Theory Approach Based on Expert Interview
2.2. Participants
2.3. Data Collection
2.4. Data Analysis
3. Findings and Discussion
3.1. The Definition of Young Children’s AI Literacy
Young Children’s AI literacy means being ethically and appropriately capable of interacting with, utilizing, and controlling AI in their daily lives.
3.2. The Construct of Young Children’s AI Literacy
3.2.1. Dimension 1: Safety
- AI Safety Awareness
Young children need to have the concept of AI alertness. Young children should know which things they encounter contain AI and which do not. Since AI can fabricate, lose control, or “go crazy”, AI is risky. If young children are unaware of the existence of AI, they might make mistakes or even be deceived and exploited by AI. Therefore, children must have a complex and challenging understanding of AI’s external form.
- 2.
- Content-AI Interaction
As principals, we value cultivating children’s early AI literacy, especially in content creation and communication. We offer a range of activities for interacting with AI tools, such as using AI drawing programs and participating in robot conversations. These activities are all aimed at helping children understand the functions of AI and learn to collaborate with it in creation.
- 3.
- Personal AI Security
In our kindergarten, we are committed to creating a safe learning environment by using stories and role-playing games to help children understand how they should protect themselves when interacting with AI, such as not providing personal information to unknown software and letting them know that not all online requests should be responded to. Our goal is to nurture children to become little experts in information security, enabling them to learn how to protect their data and privacy through games.
- 4.
- Organizational AI Security
Our kindergarten operates at the practical level, and how to make good use of AI is very important. Isn’t it said that AI will control humans in the future? These matters must first be addressed at the adult level in kindergartens, such as kindergarten teachers and caregivers, and then permeate to the young children, giving children the correct values. Machines are meant to serve humans and should not develop to the point where they violate ethical norms to enhance AI’s level of intelligence. It should be used to support and enhance students’ learning experience rather than becoming the center of learning.
3.2.2. Dimension 2: Identity
- AI Co-Creation Identity
In constructing AI Co-creation identity, we need to explore the role and boundaries of AI with young children. It is not just a technical implementation but a process of shaping values. We must guide the children to understand how their interaction and symbiotic relationship with AI will affect their identity, behavior, and decision-making in the digital world.
- 2.
- Digital AI Citizen Identity
I believe that Digital AI Citizen Identity is about understanding AI technology and knowing how to play a responsible role in a digital society. Our children are digital natives; their early exposure to technology and AI profoundly impacts their cognitive and behavioral patterns. Therefore, we must focus on cultivating their correct understanding of AI technology, including its benefits and potential risks, and how to use AI safely and effectively daily. Our joint responsibility as educators and technology experts is to ensure they are well-prepared as citizens of the digital age.
- 3.
- AI Identity Management
- 4.
- Intellectual Property in AI
In the field of AI, protecting the intellectual property of young children is crucial. We must ensure that AI applications do not infringe upon children’s creative thinking and original expression. Simultaneously, we must develop educational tools that stimulate children’s creativity and respect and protect their original ideas.
We need to research and propose policies that ensure the sensible use of AI in early childhood education while protecting children’s intellectual property. We should promote an environment that leverages the advantages of AI and simultaneously respects and protects the original thinking of young children.
3.2.3. Dimension 3: Attitude
- AI Self-Awareness
The attitude is that we cannot wholly trust AI, nor can we completely deny it. We should have an objective and comprehensive understanding and attitude toward AI, which involves recognizing its benefits, acknowledging its drawbacks, and balancing its pros and cons for our use to enhance and promote human knowledge.
- 2.
- Self-Management with AI
From an attitude perspective from a technical standpoint, it is necessary to explain to young children the working principles and capabilities of AI. Children need to understand that while AI may appear intelligent, it is still limited by the rules set by programmers and is just a set of programming languages. This understanding helps young children maintain appropriate expectations when interacting with AI without over-relying on it.
That is the young child’s world, their understanding. Telling them that AI is fake, just a program, would confuse them. It is unnecessary for children three to six years old. Their thinking stage is imagination, where things we adults find incredible are possible in their world. Telling them it is just a program would diminish their imagination.
One child in our kindergarten said, ‘I love kindergarten, but when I am sick and cannot come, I plan to send my robot to replace me’. This imagination would no longer exist if they knew AI was just a program.
- 3.
- Digital AI Empathy
Young children view AI entirely differently from us adults. From an adult perspective, we have experienced the transition from a world without AI to one with AI, so we need to adopt an accepting attitude toward it. However, children do not face this issue of change and acceptance. They are born into this world as it is, part of the alpha generation, where the concept of change does not exist, but rather there is an inherent digital AI empathy.
AI is no longer just about interacting with a machine. Its design is increasingly aimed at mimicking human behavior and emotions. In this process, young children need to maintain their capacity for love, that is, a disposition towards love, aiding them in developing a more comprehensive and responsible attitude in the digital world.
Digital AI empathy is not a one-way street from young children to AI, but a complex network of interactions. Adult attitudes toward AI will directly affect young children’s attitudes toward AI. Adults with negative attitudes toward AI are prone to disallow young children’s use of AI, which will fundamentally change young children’s attitudes. The extent to which adults should be involved in young children’s use of AI is a question worth exploring. We can’t just tell young children that AI is just a program, as this might stifle their imagination and creativity. However, we also need to inform them that AI can make mistakes and is not perfect.
3.2.4. Dimension 4: Cognition
- AI Content Creation Thinking
We emphasize the importance of AI Content Creation Thinking in young children’s cognitive development of AI literacy. We must cultivate children’s understanding and innovative thinking towards AI-generated content. AI can create various educational materials, but it is equally important to teach children how to assess the quality and applicability of these contents. This is about technological education and maintaining analytical and innovative thinking in a world where technology is constantly evolving.
- 2.
- Computational AI Thinking
- 3.
- AI Math Logic Thinking
As an essential aspect of AI literacy cognitive development, AI Math Logic thinking should be actively integrated into the daily development of young children. Through simple mathematical games and AI interactive tools, we encourage children to explore the fun of mathematics while developing their logical thinking. Such learning helps children grow in mathematics and lays a solid foundation for their cognitive development in the digital and intelligent world.
- 4.
- AI Critical Thinking
- 5.
- AI Systems Thinking
AI Systems Thinking is vital in helping children understand the interactions and dependencies between systems in the digital world. This way of thinking allows them to understand better the comprehensiveness and complexity of AI and the underlying logic of why AI evolves so quickly.
3.2.5. Dimension 5: Capability
- AI Contextual Understanding Ability
AI insight is a crucial ability for young children, involving innate aptitude and individual differences. It also relates to acquired experiences, upbringing, and experiences. Reflecting on myself, I feel that my distinct feature is having five to ten years of advanced insight compared to others, allowing me to always be one step ahead in keenly foreseeing future issues. This insight is more critical. For instance, if a child can discern the core of a problem and pinpoint it accurately, they can then communicate and manage various interactions with AI.
In discussing young children’s AI literacy abilities, I consider ‘AI Scene Perception’ a key factor. We must understand that AI is a collection of programming and algorithms and an entity embedded in children’s daily lives. Children must learn to identify and understand AI elements in their environment, whether in intelligent toys or online learning tools. This perceptual ability is the foundation for their understanding and adaptation to a technology-driven world. We should develop corresponding educational tools and curricula to help children cultivate this ability, enabling them to navigate more comfortably in an AI-rich world.
AI contextual understanding ability guides children to understand AI’s application and impact in different contexts, discerning its applicability and limitations. The focus is on cultivating an understanding of AI’s functions and boundaries and the ability to adapt and apply AI in diverse environments.
- 2.
- AI Data Analysis and Management Ability
In this data-driven era, children must learn how to extract and interpret data from AI systems. This is not just about the data itself but, more importantly, about converting data into meaningful information and decisions. We should develop tools suitable for children to help them grasp the basic concepts and practices of data analysis.
In kindergarten, simple games and activities can guide young children in learning how to process and analyze data. For instance, using smart toys to collect information and then guiding children to do basic categorization and analysis of this information is not only interesting but also provides them with initial data handling experience.
AI systems are not flawless and may display errors or abnormal behaviors. Educating children to identify and handle these anomalies is very important. This involves technical skills, the cultivation of safety awareness, and a sense of responsibility.
AI Data Analysis and Management Ability should be a holistic concept, including data understanding, information processing, and response to anomalies. Through simulation activities and interactive learning, we can allow children to practice these skills in real-life scenarios to enhance their ability to interpret AI-generated data and troubleshoot anomalies or errors in AI systems.
- 3.
- AI Exploratory Learning and Problem-solving Ability
In AI learning, cultivating children’s ability to ask questions is crucial. Children should learn how to pose meaningful questions to AI systems, not just seeking information but also enhancing the depth of knowledge and understanding. Asking questions is the starting point of exploratory learning and the key to driving innovation and deep understanding.
Our educational goal is to encourage children to engage in self-directed AI learning. In this process, children learn to set their learning objectives and independently explore AI tools and concepts. Such autonomy promotes personalized learning and lays the foundation for children to confidently explore more complex AI environments in the future.
- 4.
- AI Communication Ability
The key to AI communication ability lies in educating children on effectively interacting with AI systems. This involves inputting commands and interpreting information, understanding AI feedback, and adjusting communication methods to optimize interaction. We must develop educational tools that enable children to learn AI communication through practical operation.
In an AI environment, we must also emphasize the communication skills between people. AI can serve as a tool to enhance children’s social skills, such as through team-based AI projects where children learn to express their ideas, understand others’ perspectives, and cooperate effectively.
Children’s interaction with AI is based on norms jointly formulated by adult society, educational experts, and AI specialists (AI interaction protocol). We need to teach children how to internalize these norms and transform them into practical communication skills while emphasizing interpersonal communication skills.
3.3. General Discussion
3.3.1. The Interconnected Five Dimensions
3.3.2. The Uniqueness of the SIACC Model
4. Conclusions, Limitations, and Implications
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Name | Title | Location | Research Field or Key Characteristics |
---|---|---|---|
Expert A | Chair Professor | Hong Kong, China | Digital Transformation in Early Childhood Education; Educational Policy; Early Childhood Education; Curriculum Theory; Pragmatics; Psycholinguistics; Cognitive Psychology |
Expert B | Vice Dean and Professor | Shanghai, China | Digital Parenting; Digital Pedagogy; Early Childhood Mathematics Education |
Expert C | Secretary General and Professor | Shanghai, China | Computer Science and Technology; Communication and Information Engineering |
Expert D | Principal | Shanghai, China | Shanghai Education digital Technology Benchmark Preschool Nationally recognized principal |
Expert E | Principal | Shanghai, China | Shanghai Education digital Technology Benchmark Preschool |
Expert F | Director | Shanghai, China | Head of the Preschool Teaching and Research Department in Xuhui District, Shanghai |
Expert G | Superfine Teacher and Director | Shanghai, China | The Deputy Director of the Early Childhood Education Information Department at the Shanghai Municipal Education Commission Information Center |
Core Theme | Refined Theme |
---|---|
Safety | AI Safety Awareness |
Content-AI Interaction | |
Personal AI Security | |
Organizational AI Security | |
Identity | AI Co-Creation Identity |
Digital AI Citizen Identity | |
AI Identity Management | |
Intellectual Property in AI | |
Attitude | AI Self-Awareness |
Self-Management with AI | |
Digital AI Empathy | |
Cognition | AI Content Creation Thinking |
Computational AI Thinking | |
AI Math Logic Thinking | |
AI Critical Thinking | |
AI Systems Thinking | |
Capability | AI Contextual Understanding Ability |
AI Data Analysis and Management Ability | |
AI Exploratory Learning and Problem-solving Ability | |
AI Communication Ability |
Name | Each Expert’s Definition |
---|---|
Expert A | Young Children’s AI literacy means capable to interact, control and utilize AI in their daily lives. |
Expert B | Young Children’s AI literacy can be defined as their capability to understand the basic functions of AI and ethically use AI applications in their daily lives. |
Expert C | Young children’s AI literacy means appropriately understanding the basic ideas behind smart machines like robots and computer programs. It includes recognizing how these machines can help us in simple tasks and learning to interact with them in a safe and kind way. |
Expert D | Young Children’s AI literacy means ethically and appropriately using AI in their daily lives. |
Expert E | Young children’s AI literacy refers to the ability to recognize and use simple AI tools in their surroundings. This involves identifying everyday technology that has AI, like interactive toys or learning apps, and understanding how to use them responsibly and ethically. |
Expert F | Young children’s AI literacy can be defined as the early stage of understanding and engaging with AI. It focuses on familiarizing young children with the concept of artificial intelligence through interactive and age-appropriate examples, fostering an awareness of how AI is a part of their daily life and encouraging a thoughtful and ethical approach to its use. |
Expert G | Young Children’s AI literacy means young children make a wise decision while using, creating, and controlling technology. |
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Share and Cite
Luo, W.; He, H.; Gao, M.; Li, H. Safety, Identity, Attitude, Cognition, and Capability: The ‘SIACC’ Framework of Early Childhood AI Literacy. Educ. Sci. 2024, 14, 871. https://doi.org/10.3390/educsci14080871
Luo W, He H, Gao M, Li H. Safety, Identity, Attitude, Cognition, and Capability: The ‘SIACC’ Framework of Early Childhood AI Literacy. Education Sciences. 2024; 14(8):871. https://doi.org/10.3390/educsci14080871
Chicago/Turabian StyleLuo, Wenwei, Huihua He, Minqi Gao, and Hui Li. 2024. "Safety, Identity, Attitude, Cognition, and Capability: The ‘SIACC’ Framework of Early Childhood AI Literacy" Education Sciences 14, no. 8: 871. https://doi.org/10.3390/educsci14080871