ARTIFICIAL INTELLIGENCE AS A PARTNER IN PRESCHOOL EDUCATION: CONCEPTUAL REQUIREMENTS AND RISKS

Abstract

The article is devoted to the fundamental transformation of preschool education in the era of accelerated technological development, when artificial intelligence has become an everyday tool for educators. The relevance of the study is determined by the need to overcome discrepancies between the dynamic digital learning environment for preschool children and outdated teaching methods, as well as the need for digitalization to ensure the resilience and modernization of Ukrainian education during wartime and post-war periods. The aim of the article is to identify and justify the conceptual requirements for the implementation of AI technologies to optimize the work of preschool educators, particularly in the context of methodological support and the development of didactic materials. A broad analysis of domestic and English-language research was conducted, examining regulatory, psychological-pedagogical, methodological, and ethical aspects of educators’ interaction with intelligent technologies. The study focuses on a partnership-based approach. AI is considered a powerful assistant that takes on highly analytical functions (monitoring, analytics, planning, creating adaptive content), allowing educators to focus on deep, personalized interaction (humanization of the educational process, mentoring). AI ensures maximum individualization of educational trajectories, enhances inclusivity (personalized stories, virtual assistants), optimizes communication with parents, and increases child safety. Successful implementation requires the development of local preschool policies regulating the use of generative models, with emphasis on academic integrity, algorithmic transparency, and ethical standards. A decisive factor in success is the digital competence of the preschool educator themselves. Specific risks for preschool-aged children are identified: a deficit of live social interaction, the risk of passive learning, limitations on creativity and free play, ethical risks (privacy, algorithmic bias), as well as dependence on technology and health-related threats. Integration of AI provides educators with powerful tools for creating an effective and inclusive educational environment. However, AI use in preschool institutions must be clearly regulated and focused on support rather than replacement of educators, with mandatory preservation of children’s natural needs for movement, live play, and social interaction.