Developing the Capabilities of Early Childhood Teachers and Young Children in Artificial Intelligence through Project-Based Activities

Abstract

This academic article aims to propose a systematic framework for designing a project that enhances artificial intelligence (AI) competencies among early childhood teachers and young students. Early childhood is a critical period of rapid brain development, during which young students exhibit strong curiosity, learn effectively through play and experimentation, actively interact with their environment, and demonstrate a high capacity to respond to technological media. Artificial intelligence has become an integral component of everyday life; therefore, as technological advancements continue to accelerate, educators are required to adapt their pedagogical practices by integrating AI-related instructional approaches aligned with the frameworks of the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) (2021) into early childhood classrooms. Such integration aims to enhance the quality of learners across diverse educational contexts while ensuring responsiveness to ongoing social and technological transformations. Accordingly, the implementation of educational projects that promote AI literacy and competencies among early childhood teachers and young students is essential in the 21st century. Professional development in AI provides early childhood teachers with opportunities to design integrated learning experiences through play-based approaches, including plugged activities utilizing AI tools and intelligent toys, as well as unplugged activities employing simulated smart devices. These learning activities foster multisensory engagement and holistic development. In this context, teachers assume the role of learning designers who strategically integrate technology in ways that are developmentally appropriate, safe, and pedagogically meaningful. Furthermore, strengthening teachers’ knowledge, conceptual understanding, and positive attitudes toward artificial intelligence is a critical factor in driving the sustainable implementation of AI education at the early childhood level. This article also highlights the benefits for young students in terms of the development of logical reasoning, problem-solving abilities, communication skills, and collaborative competencies. In addition, it emphasizes the importance of collaboration among teachers, parents, and communities in cultivating positive attitudes toward technology. Finally, the article proposes policy-oriented recommendations to support the integration of artificial intelligence within community-based early childhood education, contributing to the enhancement of learner quality, the promotion of educational equity, and the long-term strengthening of Thai society.