Perceptions and Usage of AI-based Technology among Preschool Children in Bulgaria

Abstract

This study investigates the attitudes of parents and teachers of preschool children (aged 3–6 years) toward the emergence and use of AI-based technologies, with a focus on Bulgaria. Utilizing an online survey format, data were collected during October 2024 from parents and teachers (N=150), primarily residing in urban areas. The findings reveal that while AI-driven technologies such as smartphones, tablets, and smart TVs are integrated into children’s daily life, newer AI tools like virtual assistants and creative AI applications remain underutilized, especially in kindergartens. Teachers primarily use AI-related tools for educational purposes, such as e-blackboards and multimedia, but report limited training and information about emerging AI technologies. Parents were found to be more open to integrating AI-based tools at home, though primarily for practical applications relevant to daily activities. Both groups expressed dissatisfaction with the existing regulatory frameworkin the country, citing inadequacies in policies addressing the challenges of AI usage for vulnerable age groups. The study highlights the importance of a more inclusive approach to understanding AI exposure among children, as well as the need for targeted policy reforms and training programs. The findings contribute to ongoing discussions about integrating AI into early childhood education and provide actionable insights for educators, parents, and policymakers.

Keywords: AI, Preschool Children, Educators, Policies

DOI: 10.54941/ahfe1006216