Artificial intelligence in children’s speech development
- 作者: Kayumova A.R.1, Sadykova G.V.1
-
隶属关系:
- Kazan (Volga Region) Federal University
- 期: 卷 17, 编号 3 (2025)
- 页面: 170-191
- 栏目: Integrative Humanities Research
- ##submission.datePublished##: 31.10.2025
- URL: https://journals.rcsi.science/2077-1770/article/view/362090
- DOI: https://doi.org/10.12731/3033-5981-2025-17-3-528
- EDN: https://elibrary.ru/CAAYTT
- ID: 362090
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详细
Background. Over the past ten years, interest in artificial intelligence (AI) has grown significantly around the world. AI is seen as a catalyst for transformations in education, including preschool education, which should affect not only the learner, teacher and administrator, but also the parent, as it is the parent who is often the main “supplier” of AI-based gadgets and applications for their children, the measure of their safety and usefulness.
Purpose. The article aims to determine the attitude of modern parents towards AI as a means of speech development in children aged 4 to 7, and to identify the risks associated with the introduction of intelligent technologies into preschool education programs.
Materials and methods. The study combined quantitative and qualitative methods: a survey (questionnaires and interviews) and content analysis of video recordings of classes and situational reflection diaries. A total of 44 parents and more than 180 children aged 4-7 participated in the study.
Results. The results of the study indicate a predominantly positive perception of AI technologies in preschool education by parents, as they believe in the potential of these tools for the holistic development of children as well as their language development. At the end of the experiment, the parents noted significant benefits of using AI technologies, such as expanding vocabulary, developing speaking and listening skills, and increasing motivation through gamification. However, there are also significant risks associated with limiting children’s social interaction and physical activity through excessive use of AI technologies, as well as potential inaccuracies and exaggerations in generated content. The study also shows the need to consider financial costs, technical failures, and the lack of ICT skills among teachers and parents. The study highlights the importance of a balanced and responsible implementation of AI in early childhood education, taking into account both its benefits and possible threats.
作者简介
Albina Kayumova
Kazan (Volga Region) Federal University
编辑信件的主要联系方式.
Email: alb1980@yandex.ru
ORCID iD: 0000-0001-6231-3983
SPIN 代码: 5265-5066
Scopus 作者 ID: 56176773300
Researcher ID: O-1884-2016
PhD in Philology, Associate Professor, Associate Professor of Romance and Germanic Department
俄罗斯联邦, 18, Kremlyovskaya Str., Kazan, 420111, Russian Federation
Gulnara Sadykova
Kazan (Volga Region) Federal University
Email: gsadykov@kpfu.ru
ORCID iD: 0000-0003-1868-8336
SPIN 代码: 3919-9556
Scopus 作者 ID: 54889952600
Researcher ID: D-6830-2015
PhD in Philology, Associate Professor, Associate Professor of Romance and Germanic Department
俄罗斯联邦, 18, Kremlyovskaya Str., Kazan, 420111, Russian Federation
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