Artificial intelligence in children’s speech development

Albina R. Kayumova and Gulnara V. Sadykova
Additional contact information
Albina R. Kayumova: Kazan (Volga Region) Federal University
Gulnara V. Sadykova: Kazan (Volga Region) Federal University

Russian Social and Humanitarian Studies, 2025, vol. 17, issue 3, 170–191

Abstract: 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.

Keywords: artificial intelligence; speech development; preschool age; kindergarten; home education; parents (search for similar items in EconPapers)
Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://soc-journal.ru/jour/index.php/mssi/article/view/528/350 (application/pdf)
https://soc-journal.ru/jour/index.php/mssi/article/view/528 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:cxm:russhs:17:3:2025:170-191

DOI: 10.12731/3033-5981-2025-17-3-528

Access Statistics for this article

Russian Social and Humanitarian Studies is currently edited by Fanuza H. Tarasova

More articles in Russian Social and Humanitarian Studies from Science and Innovation Center Publishing House 9 Maya Str., 5 office 192, Krasnoyarsk, 660127, Russian Federation.
Bibliographic data for series maintained by Yan Maksimov ().