Artificial Intelligence and Empathy in Early Childhood Education: Teachers’ Attitudes and Perceptions in Distance Education
Abstract
This study explored the attitudes of 102 early childhood educators toward using AI to foster empathy in remote learning. Data from a Likert scale questionnaire (Cronbach’s α = 0.94) and open-ended questions were analyzed.
Findings showed educators recognize empathy’s importance, but are cautious about AI's role in it. Familiarity with AI correlated positively with perceived usefulness (r = 0.43). Perceptions of "emotional development through AI" were strongly linked to "enhancing the teacher–child relationship" (r = 0.87).
Thematic analysis of responses highlighted a balance of benefits and concerns, emphasizing the need for training and a clear pedagogical framework. Overall, AI is seen as a supportive tool, not a substitute for the pedagogical relationship. These findings are indicative and require confirmation with larger, representative samples.
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