Stages of Integrating Artificial Intelligence Technologies into Language Programs for Preschoolers

The study explores the problem of integrating artificial intelligence (AI) technologies into the education of preschool children studying a foreign (English) language in multilingual kindergartens or as part of home schooling. The article presents the results of experimental work, which involved 180 children from multilingual preschool organizations and their six teachers, as well as three parents and their children aged 4-7 years who studied English at home. Based on video recordings of classes, surveys and interviews with teachers and parents, as well as their situational reflection journals, the study identified and described the preparatory, integration and evaluation phases (stages) of the implementation of AI technologies, examined key conditions influencing the choice of technology, and discussed characteristics of generative AI and AI tutors that affect the role of a teacher or parent in the process of mediating the interaction of a child and intelligent services and platforms. This study discusses the pedagogical experience of integrating AI in preschool organizations and at home, advocating the introduction of innovative technologies in new educational contexts and confirming the need to integrate AI into programs for the development of foreign language speech of preschoolers.