Using AI Tools in Preschool Methodological Work: Opportunities, Constraints, and Teachers’ Digital Competence Gains

Abstract

This article examines opportunities and constraints of using AI tools in preschool methodological work, drawing on empirical evidence. The study was conducted in March–May 2025 at Nursery-Kindergarten No. 9 “Erkemai” (Uralsk); 21 teachers participated. The aim is to describe a functional AI “tool ecosystem” aligned with core methodological functions (professional development, documentation, digital didactic materials, assessment/monitoring, and professional reflection) and to justify risk-based implementation boundaries. The toolkit included ChatGPT/Claude/Gemini (professional learning and  infographics), Tome and Gamma (methodological documents), Google Forms with AI-assisted analytics (assessment and monitoring), Coursera/Udemy (microlearning), and AI tutors on EdTech platforms (personalized learning trajectories). A mixed-methods design combined pre/post measurement of teachers’ digital competence, rubric-based evaluation of AI-assisted methodological outputs, and survey-plus-qualitative analysis of reflection and motivation. The paper proposes key reporting metrics (digital competence dynamics, product quality, reflection level change, analytics efficiency, and risks related to privacy, reliability, copyright, and over-reliance) and concludes that preschool AI adoption should be governed by local policies ensuring data protection, human oversight, and competency development.

Keywords: preschool education, methodological work, artificial intelligence, digital competence, professional reflection.