ARTIFICIAL INTELLIGENCE AND PRESCHOOL EDUCATION: POINTS OF CONTACT

Abstract

The relevance of research is due to the fact that digital technologies are entering the lives of children who are in contact with tablets, phones, laptops. At the same time, artifi cial intelligence is becoming our reality and develops much faster than we as individuals can keep up with it. Adults are currently facing a real challenge in determining the limits and accessibility of digital devices for children, and in enforcing these limits. The general concern is about how to make these devices “assistants” in raising a child and prevent them from becoming “tools that distract attention”. The purpose of the study is to consider the possibilities of using artifi cial intelligence resources in preschool education. Research methods included online survey, conversation, comparison, analysis, observation. Sample consisted of  preschoolers,  teachers and  parents. Main results show that when analyzing an online survey of teachers, it turned out that the majority ( teachers, .%) did not know about the possibilities of using artifi cial intelligence in the educational process with preschoolers. Three quarters (% or  teachers) try to use digital technologies and are trained in their use in working with children but do it irregularly. .% of parents ( people) support the use of modern technologies within the preschool educational organization. .% of respondents ( parents) consider it expedient to use the possibilities of artifi cial intelligence in kindergarten. The results of a conversation with children made it possible to identify the preferences of preschoolers when creating images of fairy-tale heroes and characters of famous fairy tales using artifi cial intelligence. The results of comparing the preferences of the formed image and the already familiar fairy-tale character (Cheburashka) are presented. An analysis of fairy tales composed with the help of artifi cial intelligence is also offered. Conclusion. The infl uence of modern technologies, in particular artifi cial intelligence, on preschool education is expressed in the fact that artifi cial intelligence is suitable for the visual perception of fairy-tale characters by students while being completely unsuitable for their independent composition.