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Journals / Uluslararası Eğitim Araştırmacıları Dergisi / 2026 / Cilt: 9 Sayı: 1

A Comparison of Artificial Intelligence– and Traditionally Designed Respect for Differences Activities for Preschool Children

Yapay zeka ve geleneksel yöntemlerle oluşturulan okul öncesi çocukları için farklılıklara saygı etkinliklerinin karşılaştırılması

Lütfiye Coşkun(KILIS 7 ARALIK UNIVERSITY)0000-0003-2039-1056
Pages
34–48
Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that ChatGPT-designed activities emphasized art-based methods, while human-designed activities employed a broader range of techniques, including narration, drama, and games.

📌 3 Key Takeaways

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Objective & Hypothesis:This study explores the integration of generative artificial intelligence (AI) technologies, specifically ChatGPT, in designing preschool activities aimed at fostering respect for personal, social, and cultural differences among preschoolers.
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Key Findings & Data:ChatGPT-generated activities incorporated a wider variety of tools and materials but lacked diversity, often presenting partial variations of similar elements.
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Conclusion & Impact:The findings revealed that ChatGPT-designed activities emphasized art-based methods, while human-designed activities employed a broader range of techniques, including narration, drama, and games.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Üretken yapay zeka · ChatGPT · Okul öncesi

Abstract

This study explores the integration of generative artificial intelligence (AI) technologies, specifically ChatGPT, in designing preschool activities aimed at fostering respect for personal, social, and cultural differences among preschoolers. Sixty pre-service preschool teachers participated, divided into two groups: one tasked with creating activities conventionally, and the other utilizing ChatGPT. A content analysis was conducted to identify and compare main features, strengths, and weaknesses of the activities. The findings revealed that ChatGPT-designed activities emphasized art-based methods, while human-designed activities employed a broader range of techniques, including narration, drama, and games. ChatGPT-generated activities incorporated a wider variety of tools and materials but lacked diversity, often presenting partial variations of similar elements. In contrast, human-designed activities demonstrated greater diversity and depth. This study underscores the potential of generative AI technologies as complementary tools in designing preschool activities. While generative AI can provide novel perspectives and streamline certain aspects of activity design, its limitations highlight the need for controlled and strategic use. Future research should investigate strategies for optimizing the integration of generative AI into educational practices, particularly in addressing areas such as empathy-building, family involvement, and the inclusion of diverse activity formats. By providing insights into the comparative strengths and weaknesses of AI- and human-designed activities, this study contributes to the growing literature on the role of AI in early childhood education.

Özet

Bu çalışma okul öncesi çocuklarda bireysel, sosyal ve kültürel farklılıklara saygının geliştirilmesini amaçlayan okul öncesi etkinliklerin tasarlanmasında, üretken yapay zekâ (YZ) teknolojilerinin, özellikle ChatGPT’nin entegrasyonunu incelemektedir. Çalışmaya, iki gruba ayrılmış toplam 60 okul öncesi öğretmen adayı katılmıştır. Gruplardan biri etkinlikleri geleneksel yöntemlerle tasarlarken, diğer grup etkinliklerini ChatGPT kullanarak geliştirmiştir. Etkinliklerin temel özelliklerini, güçlü ve zayıf yönlerini belirlemek ve karşılaştırmak amacıyla içerik analizi gerçekleştirilmiştir. Bulgular, ChatGPT ile tasarlanan etkinliklerin ağırlıklı olarak sanat temelli yöntemlere odaklandığını; insan tarafından tasarlanan etkinliklerin ise anlatım, drama ve oyun gibi daha geniş bir yöntem yelpazesini kullandığını göstermiştir. ChatGPT tarafından üretilen etkinliklerde araç ve materyal çeşitliliğinin daha fazla olduğu, ancak benzer unsurların kısmi varyasyonları şeklinde sunulması nedeniyle çeşitliliğin sınırlı kaldığı belirlenmiştir. Buna karşılık, insan tarafından tasarlanan etkinliklerin daha yüksek düzeyde çeşitlilik ve derinlik sunduğu görülmüştür. Bu çalışma, üretken yapay zekâ teknolojilerinin okul öncesi etkinlik tasarımında tamamlayıcı araçlar olarak önemli bir potansiyele sahip olduğunu ortaya koymaktadır. Üretken yapay zekâ yeni bakış açıları sunabilmekte ve etkinlik tasarımının bazı yönlerini kolaylaştırabilmekte olsa da belirlenen sınırlılıkları bu teknolojilerin kontrollü ve stratejik şekilde kullanılmasının gerekliliğine işaret etmektedir. Gelecek araştırmalarda, özellikle empati geliştirme, aile katılımı ve farklı etkinlik formatlarının dâhil edilmesi gibi alanlarda üretken yapay zekânın eğitim uygulamalarına entegrasyonunun nasıl optimize edilebileceği incelenmelidir. Çalışma yapay zekâ ve insan tarafından tasarlanan etkinliklerin karşılaştırmalı güçlü ve zayıf yönlerine ilişkin bulgular sunmakta ve erken çocukluk eğitiminde yapay zekânın rolüne ilişkin gelişen literatüre katkı yapmaktadır.

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Cite This Article

Coşkun, L. (2026). A Comparison of Artificial Intelligence– and Traditionally Designed Respect for Differences Activities for Preschool Children. Uluslararası Eğitim Araştırmacıları Dergisi, Cilt: 9 Sayı: 1, 34–48. https://doi.org/10.52134/ueader.1857557

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