The purpose of this study is to examine whether AI technology, which has penetrated into the educational field as it enters the AI era, should be introduced to young children through the case of Sweden. In addition to a literature review, we visited and observed an ECEC in Sweden, and interviewed professors, teachers, directors, and parents majoring in early childhood education. As a result of the study, the perception of young children and AI technology has changed considerably over the past 10 years in Sweden, and the background of this has been a revision of the national curriculum. Unlike in the past, the iPad was used as a play for infants and young children and as an educational recording tool for teachers in ECEC. The case of Sweden provides many implications to the Korean early childhood education academia and the field, which has a negative perception of providing AI technologies such as computers to ECEC.
Ⅱ. AI 테크놀로지에 관한 인식
Ⅲ. 영유아교육기관에서 AI 테크놀로지의 활용 실태