Designing an AI-Responsive Early Childhood Curriculum: A Conceptual Framework for Supporting Developmental Learning Trajectories in Preschool Education

Background

The rapid integration of artificial intelligence (AI) and deep learning technologies into education creates new opportunities for personalized learning in early childhood education (ECE). Yet limited research has examined how educators interpret and enact AI-responsive curriculum decisions in preschool settings, particularly in culturally diverse contexts.

Purpose

This study explores educators' experiences in designing and implementing AI-responsive curricula and develops a conceptual framework explaining how AI can inform curriculum decision-making for young children without displacing teacher judgment.

Method