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Article

ChatGPT in Early Childhood Science Education: Can It Offer Innovative Effective Solutions to Overcome Challenges?

by
Mustafa Uğraş
1,
Zehra Çakır
2,
Georgios Zacharis
3 and
Michail Kalogiannakis
4,*
1
Department of Preschool Teacher Education, Faculty of Education, Fırat University, 23000 Elazığ, Turkey
2
Child Development Program, Health Services Vocational School, Bayburt University, 69000 Bayburt, Turkey
3
School of Early Childhood Education, Faculty of Education, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
4
Department of Special Education, University of Thessaly, 38221 Volos, Greece
*
Author to whom correspondence should be addressed.
Computers 2025, 14(9), 368; https://doi.org/10.3390/computers14090368
Submission received: 1 July 2025 / Revised: 24 August 2025 / Accepted: 1 September 2025 / Published: 3 September 2025
(This article belongs to the Special Issue STEAM Literacy and Computational Thinking in the Digital Era)
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Abstract

This study explores the potential of ChatGPT to address challenges in Early Childhood Science Education (ECSE) from the perspective of educators. A qualitative case study was conducted with 33 Early Childhood Education (ECE) teachers in Türkiye, using semi-structured interviews. Data were analyzed through content analysis with MAXQDA 24 software. The results indicate that ECE teachers perceive ChatGPT as a partial solution to the scarcity of educational resources, appreciating its ability to propose alternative material uses and creative activity ideas. Participants also recognized its potential to support differentiated instruction by suggesting activities tailored to children’s developmental needs. Furthermore, ChatGPT was seen as a useful tool for generating lesson plans and activity options, although concerns were expressed that overreliance on the tool might undermine teachers’ pedagogical skills. Additional limitations highlighted include dependence on technology, restricted access to digital tools, diminished interpersonal interactions, risks of misinformation, and ethical concerns. Overall, while educators acknowledged ChatGPT’s usefulness in supporting ECSE, they emphasized that its integration into teaching practice should be cautious and balanced, considering both its educational benefits and its limitations.

1. Introduction

Early childhood is widely recognized as a pivotal developmental stage during which children experience rapid growth in cognitive, social, and emotional domains [1]. At this age, they exhibit a pronounced intrinsic curiosity about the natural world and a strong capacity for learning through exploration [2,3]. Early childhood children naturally engage in behaviors characteristic of scientific inquiry—they investigate their surroundings, pose questions, and seek understanding through active, hands-on experiences [4]. During this period, their interest in and responsiveness to science-related content tend to increase significantly [2,3].
In this study, the term ‘early childhood’ refers to the developmental period from birth to age 8, in line with the definition widely accepted by organization such as UNESCO [5]. In the Turkish context, Early Childhood Education (ECE) primarily targets children aged 36–72 months (3–6 years), which corresponds to the pre-school period. In Türkiye, an ECE teacher typically holds a four-year bachelor’s degree in ECE from a faculty of education. These teachers are qualified to work in both public and private kindergartens and have received training in child development, pedagogy, and curriculum implementation specific to the 3–6 age group.
Science holds a pivotal place in ECE, as it supports the development of early childhood children’s natural curiosity, observational abilities, and initial comprehension of the world around them [1]. As a result, modern pedagogical approaches in ECE emphasize the integration of science into preschool curricula as a means to foster inquiry-based learning and active discovery [6]. Despite this, many countries have yet to fully capitalize on this potential, contributing to a decline in early childhood children’s interest and achievement in science-related fields [7,8]. Research indicates that early childhood students’ engagement with science often diminishes, particularly after completing formal education [9,10]. This reality underscores the need for educators to develop innovative strategies aimed at cultivating positive attitudes toward science and enhancing interest from an early age [11].
Early Childhood Science Education (ECSE) plays a critical role in fostering scientific thinking and problem-solving skills from an early age, with the quality of this educational experience serving as a foundation for early childhood children’s future academic success. [12,13]. ECSE provides a critical opportunity for early childhood children to develop inquiry, problem solving, and creative thinking skills based on scientific knowledge [14]. The main purpose of ECSE is to teach early childhood children’s scientific concepts as well as to foster positive attitudes and motivation towards science [15,16,17].
The acceleration of technological and scientific developments increases the importance of ECSE [18,19]. Implementation of SA can develop early childhood children’s scientific thinking skills while reinforcing their sense of curiosity [20], enable children to explore scientific concepts and support their critical thinking and problem-solving skills [3,17]. At the same time, SA can strengthen language and literacy skills while supporting social-emotional development [21]. However, research shows that SA do not fully support early childhood children’s potential [22]. ECE teachers face challenges in conducting these activities due to a lack of adequate pedagogical knowledge and resources in science-related topics [23]. As a result, SA receive less attention, leading to limited opportunities for early childhood children’s development in this area [24].

Integrating ChatGPT in Early Childhood Science Education: Opportunities and Challenges

OpenAI developed ChatGPT, a Generative Pretrained Transformer (GPT)-based Artificial Intelligence (Al) application [25,26]. Large data sets can train this technology to provide users with human-like responses [27]. The development of Al and Natural Language Processing (NLP) technologies has the potential to strengthen teaching processes in ECSE and Early Childhood STEM Education. Recent advancements in AI have opened up new possibilities within the field of education. The integration of technology stands out as an effective tool to overcome the challenges in ECSE and especially in Early Childhood STEM Education [28,29]. AI can make SA more effective by providing ECE teachers with customized learning experiences suitable for students’ individual needs [30,31]. Based on ECE teachers’ perspectives, the primary aim of the current study is to assess how effective ChatGPT is in addressing the challenges faced in ECSE.
AI-powered tools offer scalable solutions that can contribute to personalization, engagement, and student achievement [32,33]. Traditional search engines primarily retrieve existing information. Conventional chatbots often rely on predefined responses and limited interaction patterns. In contrast, the generative capabilities of ChatGPT enable more flexible and context-sensitive dialogues. These dynamic interactions can be tailored to a wide range of educational scenarios, enhancing adaptability and pedagogical relevance. Without requiring programming knowledge, ChatGPT enables teachers to engage in language-based interactions, serving as an effective tool for lesson planning, material development, and student support [34]. These features offer new ways of learning for both teachers and students by providing guidance in science education [28,29,35].
The wide accessibility of ChatGPT allows educators and students to explore science-related topics regardless of time and space [36]. ChatGPT’s support in ECSE can accelerate ECE teachers’ processes of finding materials and planning activities, allowing them to implement more effective practices in their classrooms [37]. However, ECE teachers face various challenges when implementing SA [6,38]. These difficulties include lack of materials [22,39], lack of time [23], high number of students [40,41], individual differences [42,43], low student motivation [44], and deficiencies in activity planning [45]. These problems may prevent ECE teachers from implementing SA effectively [3,46]. Therefore, new strategies need to be explored to overcome these challenges [47].
The rapid advancement of technologies and methods has sparked growing interest in emerging technologies. Rapid development, radical novelty, coherence, substantial societal impact, and a certain amount of ambiguity and uncertainty are characteristics that define emerging technologies. Today, various emerging technologies are already influencing people’s daily lives, including AI, advanced communication networks, and quantum computing [48]. To help early childhood children develop an early understanding of how these technologies may influence the future, it is essential to progressively integrate SA into ECE.
In this context, AI-based tools can play a valuable role in supporting ECE teachers to plan and implement SA more efficiently [49]. In particular, tools like ChatGPT can assist ECE teachers by providing ideas for activity planning, suggesting relevant materials, and offering individualized guidance based on early childhood children’s specific needs [29]. Furthermore, ChatGPT can help alleviate teachers’ workload, while at the same time fostering children’s engagement with science and contributing to their academic development.
The existing literature on the effectiveness of ChatGPT in addressing challenges within ECSE remains limited [50,51]. The present study aims to explore ECE teachers’ perspectives on the use of ChatGPT in SA and to evaluate the potential of this technology in overcoming barriers commonly encountered in ECSE. By examining how ECE teachers interact with ChatGPT, the study seeks to reveal their perceptions of its application and to propose strategies for its effective integration into early science education.

2. Materials and Methods

2.1. Objectives of the Study

A case study as qualitative research approach allows for an in-depth examination of a particular phenomenon in a real-life context [52,53]. This method is an effective tool for understanding complex social phenomena such as education because it focuses on real-world elements such as individuals, programs, and processes [54] and, accordingly, helps us understand phenomena in their natural settings and by considering contextual factors [55,56].
The study is grounded in the theoretical framework of sociocultural theory [57], which emphasizes the role of social interaction and culturally constructed tools in learning and development. This framework aligns with the study’s focus on how ECE teachers integrate ChatGPT—an AI-mediated tool—into their pedagogical practices, as it highlights the interplay between technology, teacher agency, and the broader educational context. In the proposed study, a case study was conducted with ECE teachers from public schools in Turkey during the 2023–2024 academic year. The unit of analysis (the “case”) is defined as the bounded system of ECE teachers’ experiences and practices with ChatGPT within ECSE settings, as articulated through their perspectives.
The purpose of the study was to explore how ChatGPT, an AI-powered tool, can be used by ECE teachers within the context of ECSE, and the possible effects of this use. Specifically, the research investigated the effectiveness of using ChatGPT as a tool to overcome the difficulties encountered in educational processes, examined in depth on the basis of ECE teachers’ views.

2.2. Participants

The dataset comprises responses from 33 participants, the majority of whom were female (Ν = 24, 73%) and hold an undergraduate degree (Ν = 27, 82%). Most participants are assigned to rural regions (Ν = 22, 67%), and the typical class size they manage is between 1–20 students (Ν = 20, 61%). In terms of professional experience, the largest group has 11–15 years (Ν = 12, 36%), followed by 6–10 years (Ν = 11, 33%) and 1–5 years (Ν = 10, 30%).
The majority of participants (N = 30, 91%) expressed negative attitudes toward AI at the onset of the study, prior to the implementation of the training program. This negative perception was primarily attributed to concerns over job security, lack of digital literacy, fear of increased workload, and the belief that AI lacks the human touch essential for early childhood education. Interestingly, the only three participants with positive perceptions of AI all possessed a Master’s degree, indicating a potential association between higher educational attainment and greater acceptance of AI.
ECE teachers were identified through purposive sampling, which involves selecting individuals who provide rich, relevant data for the research [58] and were chosen from schools with varying technological resources and expressed interest in using ChatGPT in ECSE. This approach aimed to capture diverse perspectives, enhancing the study’s generalizability. ECE teachers participated voluntarily, with consent forms obtained, and pseudonyms (e.g., ECET1, ECET2) were used for confidentiality.

2.3. Implementation Process

A training program was prepared to integrate ChatGPT into SA within the context of ECSE. While preparing this training program, the literature was reviewed, and a draft program was prepared. This draft program was finalized by taking the opinions of two academicians who are experts in the fields of ECSE and Al in education. The headings in the content of the prepared training program are given below:
  • Al and ChatGPT: Basic Concepts and Working Mechanisms
  • Briefing for ECE Teachers on Introducing and Using ChatGPT
  • The Effects of SA on Young Children’s Development
  • Sample Applications for the Integration of ChatGPT into SA within the context of ECSE
  • Participant Practices for the Integration of ChatGPT into SA within the context of ECSE
  • Discussion and Review
  • Evaluation
This program provided training on Al and basic concepts, explained ChatGPT and its basic functioning, demonstrated how to integrate ChatGPT within the context of ECSE, and demonstrated how to use ChatGPT to solve encountered problems. Sample SA were conducted to solve these problems, and ECE teachers were allowed to discuss among themselves.
The training program was delivered in a blended format combining face-to-face and online synchronous sessions to accommodate ECE teachers’ schedules and ensure active participation. The sessions were facilitated by a trainer and included hands-on practical exercises and real-time feedback opportunities. Additionally, resources that allow participants to progress at their own pace (e.g., educational videos and guided activities) were provided to reinforce learning.
Ethical considerations related to the safe use of ChatGPT in ECE settings were structured as a central component of the training. ECE teachers were informed about data privacy protocols, including the anonymization of early childhood children’s data, obtaining parental consent for AI-supported activities, and compliance with institutional and national guidelines on the protection of early childhood children’s data. The training emphasized the importance of ethical AI use to protect the developmental and privacy needs of early childhood children. Additionally, the ECET participants in this study interacted with ChatGPT (free version, GPT-3.5) between November 2023 and January 2024. They were provided with introductory training on prompt strategies, including examples such as “Generate a classroom activity for preschoolers about nature” or “Summarize Piaget’s theory in simple terms.”

2.4. Data Collection

Data for the study were collected primarily through semi-structured interviews with ECE teachers. To enhance reflexivity and ensure methodological transparency, the researcher also maintained reflective diaries throughout the process. Although these diaries enriched the research by offering procedural and reflective insights, they were not analyzed as an independent source of data. Consequently, the analytical focus remained on the interview transcripts, which provided an in-depth exploration of teachers’ perspectives on the effectiveness of using ChatGPT to address challenges arising during SA.
In addition to the guiding questions included in the semi-structured interview form, follow-up prompts were used (e.g., “Could you provide more information about…?”, or “Could you explain this with an example?”) to encourage elaboration and clarify responses. The overall data collection process is illustrated in Figure 1. All interviews were conducted face-to-face, audio-recorded with participants’ informed consent, and later transcribed verbatim. Transcripts were returned to participants for verification to ensure accuracy and to enhance the credibility of the data.

2.5. Data Collection Tool

The semi-structured interview form was developed to gain an in-depth understanding of ECE teachers’ perspectives on the role of ChatGPT in addressing challenges they encountered, in line with the research objectives. In the first stage, the literature on the use of ChatGPT in education and common challenges in early childhood special education was reviewed to identify preliminary themes. Based on these themes, open-ended questions were drafted and reviewed by two field experts. Their feedback led to adjustments regarding the number and formulation of questions, which resulted in a simplified structure with greater openness. A pilot study with three ECE teachers was then conducted, and further minor revisions were made before arriving at the final version of the interview form (Appendix A).
In parallel, the researcher systematically kept reflective diaries throughout both the design and implementation phases. During the development process, the diaries documented methodological decisions, challenges, and adjustments, thereby supporting reflexivity and transparency. During the ChatGPT-focused training sessions, daily records were maintained after each of the five sessions, both in person and online, using a semi-structured reflection protocol. This protocol included guiding questions such as: “What were the highlights of today’s session?”, “How did participants interact with ChatGPT?”, “What challenges or progress were observed?”, and “What are the pedagogical takeaways from this session?” These records captured real-time reflections, participant reactions, and contextual details, ensuring depth and consistency of documentation. Additional reflections were also recorded during the analysis phase as earlier observations gained new meaning.
Although the reflective diaries were not treated as an independent dataset in the analysis, they played an important role in enriching the interpretation of interview data, providing contextual insights, and enhancing the rigor and transparency of the research process. This dual use—interviews as the primary data source and reflective diaries as a supporting methodological tool—ensured both credibility and depth in the findings.

2.6. Data Analysis

Data were collected from ECE teachers interviews on how the challenges experienced in ECSE could be solved by ChatGPT integration. ECE teachers’ responses were analyzed using inductive content analysis [53,59].
This method involves systematic coding and theme/category identification and allows for subjective interpretation of texts [60,61]. The coding process started with open coding and developed into categories and then themes in patterns. Initially, themes were induced from the raw data without predefined categories, ensuring that the coding process was grounded in ECE teachers’ authentic perspectives. After deriving initial categories inductively, the researchers revisited the data using the research questions as a secondary analytical lens, thereby employing a deductive phase to ensure alignment with the overarching research aims. The themes were derived directly from the data and reflected the ECE teachers’ views realistically.
To ensure trustworthiness, two researchers independently coded 40% of the data, achieving a Cohen’s Kappa value of 0.92, indicating strong inter-coder reliability. In cases of coding disagreement, discrepancies were discussed and resolved through consensus-building meetings, ensuring that all themes reflected a shared interpretation. Face-to-face interviews lasted 30–35 min and were analyzed using MAXQDA software. The use of both inductive and deductive approaches allowed us to first capture emergent patterns organically and then validate them against the structure provided by the research questions. This dual approach enhanced the credibility of the findings and ensured that the themes not only emerged from the data but also addressed the specific inquiries of the study.

3. Results

The results of the content analysis of the data obtained from the interviews conducted at the end of the training program attended by the ECE teachers participating in the study in order to integrate ChatGPT into ECSE are presented below. The results from ECE teachers’ responses to the four thematic categories of the semi-structured interview are presented below.

3.1. ECE Teachers’ Views on How ChatGPT Can Contribute to Overcoming the Challenge of Lack of Materials in ECSE

The themes, categories and codes created for the contributions that ChatGPT can provide to overcome the difficulty caused by the lack of materials in ECSE are presented in Figure 2.
The ECE teachers who participated in the study reported that ChatGPT provided significant support in addressing material deficiencies commonly encountered in ECSE. They also indicated that ChatGPT was helpful in suggesting alternative activities, providing digital content, recommending the use of natural materials, and facilitating the development of low-cost, creative activities. For example, ECET5, who was very enthusiastic and obviously happy with what she learned in every process of the training implementation, stated that ChatGPT offered practical suggestions on how they could use the materials available in the classroom environment in different ways, “… we can use ChatGPT to develop creative activities with existing materials in our classroom or to do SA with simple materials found at home. We can get suggestions for household items or recyclable materials that can replace the missing materials …”. ECET4, who worked in a crowded classroom, stated that ChatGPT offered suggestions on digital SA and interactive games, thus allowing all students in the class to participate at the same time, “… interactive games that we can use with students. When class sizes are high, it can allow all students to participate at the same time and problems of sharing materials can be eliminated …”. ECET23, who teaches in a village, drew attention to the difficulties in accessing activity materials in rural areas and stated that ChatGPT can offer creative and low-cost alternative activity suggestions as “… I have difficulties accessing activity materials in the village environment. ChatGPT can suggest creative and low-cost activities in case of lack of materials. ChatGPT can suggest alternative ways to teach simple scientific concepts such as stories, games or nature observations. We can also discuss with ChatGPT how you can adapt activity plans and it can guide us step by step …”. Another village teacher ECET28 stated similar things to ECET23 and added “… Suggest different teaching methods such as activities in nature, stories and games instead of incomplete learning caused by lack of materials …”.

3.2. ECE Teachers’ Views on How ChatGPT Can Contribute to Overcoming Challenges Related to Students’ Individual Differences in ECSE

The themes, categories and codes created for the contributions that ChatGPT can provide to overcome the challenges related to students’ individual differences in ECSE are presented in Figure 3.
The participating ECE teachers indicated that ChatGPT can support personalized learning processes by providing customized SA suggestions. In particular, its capacity to adapt learning processes according to students’ individual differences was emphasized. For example, ECET9 stated that ChatGPT can create a student-centered learning environment by saying “… ChatGPT can make customized SA design suggestions based on students’ developmental levels and interests. With these features, I can support students to learn at their own pace and level according to their individual differences …”. In this context, ECE teachers think that ChatGPT facilitates working more effectively with students at different levels. In addition, ECE teachers also pointed out the capacity of ChatGPT to provide instant feedback and generate solutions for the difficulties encountered. ECET1, “… ChatGPT can give suggestions to the teacher on how to adapt various science activities to the different interests of the students …”, stated that thanks to this technology, ECE teachers can manage classroom processes more flexibly. This feature, which provides instant feedback, can contribute to more effective time management and handling of situations requiring immediate intervention in classroom practices. Another important finding of the study is the potential of ChatGPT to increase parental involvement. ECE teachers stated that ChatGPT can enable families to participate more actively in children’s education by providing suggestions for SA that can be done at home. ECET33 stated that this technology can strengthen teacher-family communication by stating “… ChatGPT can provide teachers with suggestions on how to communicate effectively with parents and how to explain to them the individual differences of students …”. Similarly, ECET21 emphasized the importance of parental involvement by saying “… ChatGPT can support increased family involvement by suggesting activities based on the individual characteristics of their children …”. Finally, it was revealed that ChatGPT is not only limited to classroom applications but can also support learning processes at home. ECE teachers stated that ChatGPT can ensure the continuity of learning at home by providing suggestions for SA that can be continued together with students and families. This finding suggests that ChatGPT can act as a bridge between teachers and families, making family involvement in children’s educational processes more effective.
Overall, the findings reveal that ChatGPT offers flexible and customized solutions to teachers in ECSE. ECE teachers emphasized that ChatGPT is a useful tool for both personalizing classroom learning processes and increasing parental involvement. It is understood that ChatGPT can enrich the educational environment not only with in-class applications but also with home learning processes.

3.3. ECE Teachers’ Views on How ChatGPT Can Contribute to Overcoming the Difficulty of Not Making Effective Plans in PSA

The themes, categories and codes created for the contributions that ChatGPT can provide to overcome the difficulty of not making effective plans in ECSE are presented in Figure 4.
The ECE teachers who participated in the study expressed positive views regarding the solutions ChatGPT offers for addressing challenges such as material shortages, classroom management, and time planning. They emphasized that ChatGPT can overcome material shortages in SA by providing customized activity suggestions, material use strategies, and low-cost alternatives. Moreover, its ability to provide pedagogical approaches and practical guidance can help ECE teachers solve the problems they face in their educational process. ECE teachers also stated that ChatGPT can provide suggestions for classroom interaction strategies and management of crowded classrooms. In particular, the opinions that ChatGPT can provide guidance on issues such as group work, distribution of tasks in the classroom and time management came to the fore.
For student engagement and motivation, methods such as game-based activities and creative storytelling were suggested by ChatGPT. ECET15 expressed this situation as “… ChatGPT can suggest personalized science activities based on the characteristics of the students, the limitations of the available materials and the class size. For example, if there are not enough materials in the classroom, this tool can suggest activities that can be carried out using creative alternative materials and simple tools …”. Regarding time management, ECET29 used the expression “… SA need to be planned according to the available materials and the duration of the activity. ChatGPT can help with time planning to make time management in the classroom more effective …”.
In addition, when working with students with different learning needs, the view that ChatGPT can enable each student to participate in the activity by providing teaching methods and activity suggestions was expressed by ECET1 as “… When carrying out activities with students with various learning needs, ChatGPT can engage every student by proposing different teaching methods and activities …”. Some of the ECE teachers stated that the pedagogical support and guidance provided by ChatGPT can make their lesson processes more effective when they have deficiencies in science subjects. ECET2 explained this situation as “… I have to admit that I realize that I sometimes lack knowledge in science subjects. In these cases, the guidance and support provided by ChatGPT can be advantageous …”. These findings suggest that ChatGPT can help ECE teachers with issues such as material shortages, classroom management and time planning and contribute to planning science activities more efficiently.

3.4. ECE Teachers’ General Opinions on the Use of ChatGPT in ECSE

The themes, categories and codes created for the general use of ChatGPT in ECSE are presented in Figure 5.
The opinions of the ECE teachers participating in the study regarding the use of ChatGPT in ECSE were diverse. While many teachers acknowledged the positive contributions of ChatGPT, including enhanced time management, creative activity suggestions, and support for student-centered learning, they also highlighted certain limitations. These included concerns about technology dependency, difficulties in access, and the potential reduction in direct teacher-student interaction. ECET16 expressed that ChatGPT is a time-saving tool in lesson preparation with the words “… I think ChatGPT will save me a lot of time when it comes to planning SA. Especially I can get suggestions quickly. This makes my lesson preparation process much easier and will save me more time …”.
On the other hand, some ECE teachers stated that ChatGPT could lead to over-reliance on technology in the classroom and limit teachers’ creative thinking and problem-solving abilities. For example, ECET16 expressed his views as “… too much reliance on ChatGPT can limit teachers’ creative thinking and problem-solving abilities. I am concerned about becoming dependent on technology, as this can reduce teachers’ use of their own experience and skills …”.
Some ECE teachers emphasized that ChatGPT cannot provide teacher-student interaction and emotional bonding completely and that human interaction plays a critical role especially for preschool students. In this regard, ECET1 stated his thoughts as “… ChatGPT cannot completely replace teacher-student interaction and emotional connection. Students learn a lot from human interaction and real teacher guidance, especially in preschool. Therefore, overuse of technology can reduce these important interactions …”. In addition, ECET3 stated “… technologies like ChatGPT can diminish the role of teachers and overshadow their teaching skills. Trying to solve everything with technology can jeopardize the teacher’s role as a guide and mentor …” regarding the view that excessive use of technology could jeopardize the teacher’s guidance and mentoring role.
Ethical concerns were also frequently expressed by ECE teachers. There are especially concerns about data privacy and security. In this regard, ECET24 expressed his views as “… I have major concerns about how students’ personal data is processed, stored and protected and I am also concerned that the information provided by ChatGPT is not always accurate and this may negatively affect students’ learning processes …”.
The study’s findings reveal that ECE teachers consider ChatGPT beneficial for time management, creativity, and student-centered teaching. They noted that ChatGPT enriched SA by providing creative ideas. However, concerns were expressed about over-reliance on the technology, which could reduce human interaction and undermine the teacher’s role. The results emphasize the need for balanced use, while also highlighting ethical, data security, and infrastructure challenges. Although ECE teachers acknowledge ChatGPT’s potential, they maintain a critical view of its limitations. After the training, participants’ general attitudes toward AI and ChatGPT shifted from skeptical curiosity to informed and cautious optimism. Many ECE teachers reported increased confidence in using AI-based tools for pedagogical purposes, while continuing to emphasize the importance of human judgment and ethical boundaries. This transformation suggests that planned training in generative AI could enhance digital literacy and foster a balanced and reflective approach to technology integration in ECE.

4. Discussion

The study examined ECE teachers’ views on ChatGPT’s effectiveness in overcoming the difficulties encountered in ECSE. In this context, a training program was prepared and implemented to introduce ChatGPT to the ECE teachers participating in the study. This training program shaped the ECE teachers’ opinions.
The ECE teachers who participated in the study expressed the view that ChatGPT holds significant potential for addressing material shortages commonly encountered in ECSE. The findings also indicate that ChatGPT can be useful in suggesting alternative SA, providing digital content, recommending the use of natural materials for creating resources, and developing low-cost, creative activities. These contributions are seen as important advantages that enhance the overall efficiency of the SA process.
The findings align with existing literature on the benefits of ChatGPT in education [62,63]. For example, [64] highlight ChatGPT’s potential to support teachers in lesson planning and to enhance student-centered learning. Similarly, [65,66] report that ChatGPT can improve the effectiveness of science activities (SA) by providing digital content. Another study [67] emphasizes the role of AI in creating educational content and offering guidance. According to [68], ChatGPT also facilitates scientific inquiry and supports the teaching process, particularly by providing creative, low-cost solutions for teachers facing material shortages. Overall, the digital resources and suggestions offered by ChatGPT can help reduce teachers’ workload while making teaching processes more effective and efficient. Consequently, broader integration of ChatGPT into educational settings may enhance teachers’ pedagogical competencies and improve students’ science learning experiences.
The ECE teachers who participated in the study reported that ChatGPT holds significant potential for addressing challenges arising from early childhood students’ individual differences in ECSE. The findings show that ECE teachers think that ChatGPT can offer personalized learning opportunities to early childhood students by suggesting customized activities and adaptive materials. The ChatGPT’s ability to provide immediate feedback and its capacity to provide guidance on problems encountered were considered by ECE teachers as critical elements that facilitated the process. Additionally, ECE teachers emphasized that ChatGPT has the potential to enhance parental involvement and assist families in participating more actively in the educational process by offering suggestions for at-home activities. ECE teachers state that individualized learning materials can increase early childhood students’ engagement and achievement in SA [69,70]. In particular, one of the most important challenges encountered in ECSE is to design SA appropriate to early childhood students’ developmental levels and to keep their interest alive [71]. It is suggested that ChatGPT can guide ECE teachers in this process to develop content tailored to the individual needs of early childhood students, thereby increasing students’ interest in SA and ensuring more effective participation [72,73].
In addition, the individualization strategies supported by ChatGPT enable ECE teachers to provide tailored materials that consider students’ learning styles and pace, thereby promoting greater success in science activities (SA) [2,74]. These strategies enhance teachers’ ability to effectively manage student-centered SA, leading to more efficient learning outcomes. Additional findings suggest that ChatGPT can help address challenges in SA by offering personalized learning materials, providing immediate feedback, and fostering parental involvement. Such features contribute to the development of a student-centered learning environment, which can increase student engagement and positively impact achievement. ECE teachers also reported that ChatGPT allows them to offer specific feedback and guidance, supporting more effective management of early childhood students’ learning processes [31]. Furthermore, the fact that this tool provides ECE teachers with personalized recommendations about materials and learning resources can contribute to better managing students’ learning processes and improving learning outcomes [75,76]. ChatGPT’s guidance to parents can increase early childhood children’s success in the classroom by reinforcing their learning in a supportive environment at home [77,78].
ECE teachers who participated in the study determined that ChatGPT has significant potential to overcome the challenge of not being able to plan effectively in ECSE. To address these challenges, ChatGPT was found to have the potential to provide support in several key areas, including accommodating individual differences, addressing material shortages, enhancing knowledge of science topics, offering pedagogical guidance, assisting with classroom management, boosting student engagement and motivation, and improving time management. The study’s participating ECE teachers expressed their belief that ChatGPT’s guidance on managing individual differences can enhance the design of early childhood student-centered activities. This finding is consistent with the studies conducted by ref. [79], as well as refs. [28,29].
Moreover, a widespread problem such as material shortage, as emphasized by ref. [80], shows that ChatGPT has the potential to fill this gap. ChatGPT can contribute to overcoming this challenge by providing alternative activity suggestions to teachers in case of a lack of materials. ChatGPT’s instant information support can help ECE teachers overcome their lack of knowledge in science subjects. [81] also supports this finding, suggesting that ChatGPT may help ECE teachers overcome their lack of subject knowledge.
In terms of pedagogical guidance, ChatGPT can facilitate the creation of student-centered learning environments by increasing ECE teachers’ classroom guidance capacities, in line with the suggestions put forward by refs. [66,82]. Effective classroom management and time management are essential for the success of ECSE. Previous studies [83,84] have highlighted the potential role of ChatGPT in supporting these aspects. In our study, ECE teachers emphasized that ChatGPT’s suggestions for maintaining classroom order and time management can be useful. These findings are particularly supported by the study of ref. [85].
Finally, one of the most important challenges teachers face in SA is the lack of early childhood student engagement and motivation [85]. As stated by refs. [86,87], ChatGPT can contribute to solving this problem by providing interactive and motivating activity suggestions suitable for individual characteristics. In this context, ChatGPT’s suggestions can improve the effectiveness of SA by increasing early childhood student engagement. These results suggest that ECE teachers can use ChatGPT as an important support tool to enhance the efficiency of ECSE. The solutions offered by ChatGPT have the potential to not only alleviate ECE teachers’ workload but also to improve the pedagogical and didactic quality of SA [88,89]. Additionally, it has been determined that ECE teachers in rural schools consider ChatGPT’s role more important in addressing material shortages and providing low-cost alternatives in environments with limited resources. In contrast, ECE teachers in urban areas, who likely have greater access to technological infrastructure, have emphasized ChatGPT’s potential to support personalized learning and digital content integration. These contextual differences indicate that the school’s location influences how ECE teachers perceive and use ChatGPT in SA.

5. Conclusions

This study examined the potential of ChatGPT to address challenges in ECSE from the perspective of ECE teachers. According to the ECE teachers participating in the study, ChatGPT is considered an effective tool in overcoming the difficulties encountered in ECSE based on individual differences. ChatGPT’s individualized learning materials, instant feedback mechanism, and capacity to guide ECE teachers can both alleviate ECE teachers’ workload and enable students to participate more actively and with interest in the learning process. Additionally, by including more families in the process, it may be possible to support SA in the home environment.
ECE teachers participating in the study expressed diverse views regarding the overall use of ChatGPT in ECE settings. The majority highlighted positive aspects, consistent with findings from previous research, including improved time management [85], enhanced creativity [90], and support for student-centered learning approaches [91,92]. These results underscore the potential of ChatGPT as an innovative and time-efficient tool in contemporary teaching practices.
In addition to these positive perspectives, ECE teachers also identified several limitations, consistent with findings reported in prior studies. These limitations include technology dependency [28,29,93], challenges related to access and implementation [31,94], a potential decline in human interaction [91,92], and the diminishing of the ECE teacher’s role [29,90,91]. Moreover, ethical concerns were raised, including issues of data privacy and security [95], equitable access [96], and the risk of inaccurate or misleading responses [97]. These concerns highlight critical challenges that may hinder the effective and responsible use of ChatGPT in early childhood education settings.
ChatGPT should therefore be regarded solely as a supplementary tool in ECSE, without undermining the indispensable role of ECE teachers in the educational process, as emphasized by ref. [98]. ECE teachers fulfill a multifaceted role—not only as facilitators of knowledge, but also as mentors and role models for their students [99,100]. While AI tools like ChatGPT can support ECE teachers’ tasks and enrich early childhood students’ learning experiences, they cannot replicate the personal and emotional connections that are fundamental to ECE. These essential interactions, which foster deeper and more meaningful learning, can only be provided by human educators.
It should be noted that, since ChatGPT is trained on large-scale datasets, it may contain biased or erroneous information, and its knowledge remains limited, as highlighted in previous research [101,102]. In line with these concerns, other studies have indicated that ChatGPT can generate false or misleading content, raising ongoing doubts about its accuracy and reliability [103,104]. These observations are consistent with the findings of the present study, reinforcing the view that critical engagement with AI-generated outputs is essential. Therefore, it is crucial that both ECE teachers and early childhood students possess an adequate level of information literacy [105,106], enabling them to use AI tools responsibly and evaluate their outputs with discernment in educational settings.
Structured professional development programs can enhance ECE teachers’ AI literacy, enabling more confident and responsible use [107]. Institutional guidelines should also be established to address ethical concerns such as data privacy and content reliability [108]. Moreover, access to technical support and participation in collaborative learning communities can help ECE teachers share practices and solve challenges collectively [109]. Involving families through awareness initiatives can further extend ChatGPT’s benefits to home environments [110]. As a result, appropriate strategies should be developed for ECE teachers to utilize the potential of ChatGPT in SA in the most efficient way and to improve early childhood students’ learning experiences. ECE teachers should be guided by providing training on the pedagogical and ethical aspects of AI-supported tools such as ChatGPT. In this way, teachers can use these tools effectively and minimize potential risks. This can improve the quality of the teaching process by ensuring the efficient use of ChatGPT in SA.
This study has some limitations. First, due to the small sample size, an important issue is the representativeness and the generalizability of the results [111]. Furthermore, the findings are based on the perceptions of ECE teachers who completed a structured training program, which may not fully reflect the long-term integration of ChatGPT into classroom practice or its sustainable impact on teaching and learning. Another limitation is that, while valuable for understanding ECE teachers’ perspectives, the data relies on self-reported information and does not include direct classroom observations or early childhood student outcome measures to empirically validate ChatGPT’s effectiveness. To address these limitations, future research could use longitudinal studies to assess how ChatGPT affects ECE teaching practices and early childhood student engagement over time. Experimental designs that measure both ECE teacher thoughts and early childhood student learning outcomes would strengthen the evidence base for ChatGPT’s pedagogical value.

Author Contributions

Conceptualization, M.U. and Z.Ç.; methodology, M.U. and Z.Ç.; validation, M.U., Z.Ç., G.Z. and M.K.; formal analysis, M.U. and Z.Ç.; investigation, M.U., Z.Ç. and G.Z.; resources, M.U., Z.Ç. and G.Z.; data curation, M.U., G.Z. and M.K.; writing—original draft preparation, M.U., Z.Ç., G.Z. and M.K.; writing—review and editing, M.U., Z.Ç., G.Z. and M.K.; visualization, G.Z.; supervision, M.U., Z.Ç., G.Z. and M.K.; project administration, M.U. and Z.Ç. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Data Availability Statement

No new data were created or analyzed in this study. Data sharing is not applicable to this article.

Conflicts of Interest

The authors declare no conflicts of interest.

Appendix A

Semi-Structured Interview Questions
  • How do you think ChatGPT will contribute to you in the process of overcoming the material deficiency you encounter in SA?
  • How do you think ChatGPT will contribute to the process of overcoming the challenges related to the individual differences of the students you encounter in SA?
  • How do you think ChatGPT will contribute to the process of overcoming the difficulties related to the inability to plan effectively?
  • Teachers’ General Opinions on the Use of ChatGPT in Preschool Science Activities?

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Figure 1. Data Collection Process.
Figure 1. Data Collection Process.
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Figure 2. ECE Teachers’ Views on How ChatGPT Will Contribute to the Lack of Materials in ECSE.
Figure 2. ECE Teachers’ Views on How ChatGPT Will Contribute to the Lack of Materials in ECSE.
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Figure 3. ECE Teachers’ Views on How ChatGPT Contributes to Overcoming Challenges Related to Students’ Individual Differences in ECSE.
Figure 3. ECE Teachers’ Views on How ChatGPT Contributes to Overcoming Challenges Related to Students’ Individual Differences in ECSE.
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Figure 4. ECE Teachers’ Views on How ChatGPT Will Contribute to Overcoming the Difficulty of Not Making Effective Plans in ECSE.
Figure 4. ECE Teachers’ Views on How ChatGPT Will Contribute to Overcoming the Difficulty of Not Making Effective Plans in ECSE.
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Figure 5. ECE Teachers’ Views on the General Use of ChatGPT in ECSE.
Figure 5. ECE Teachers’ Views on the General Use of ChatGPT in ECSE.
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MDPI and ACS Style

Uğraş, M.; Çakır, Z.; Zacharis, G.; Kalogiannakis, M. ChatGPT in Early Childhood Science Education: Can It Offer Innovative Effective Solutions to Overcome Challenges? Computers 2025, 14, 368. https://doi.org/10.3390/computers14090368

AMA Style

Uğraş M, Çakır Z, Zacharis G, Kalogiannakis M. ChatGPT in Early Childhood Science Education: Can It Offer Innovative Effective Solutions to Overcome Challenges? Computers. 2025; 14(9):368. https://doi.org/10.3390/computers14090368

Chicago/Turabian Style

Uğraş, Mustafa, Zehra Çakır, Georgios Zacharis, and Michail Kalogiannakis. 2025. "ChatGPT in Early Childhood Science Education: Can It Offer Innovative Effective Solutions to Overcome Challenges?" Computers 14, no. 9: 368. https://doi.org/10.3390/computers14090368

APA Style

Uğraş, M., Çakır, Z., Zacharis, G., & Kalogiannakis, M. (2025). ChatGPT in Early Childhood Science Education: Can It Offer Innovative Effective Solutions to Overcome Challenges? Computers, 14(9), 368. https://doi.org/10.3390/computers14090368

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