Attitudes of administrators and teachers working in preschool education institutions towards artificial intelligence

This study aims to examine the attitudes of administrators and teachers working in preschool education institutions towards artificial intelligence technologies. In today's world where technological developments are rapidly advancing, artificial intelligence applications have become a fundamental part of education systems. However, the effective use of these technologies in education depends not only on the technical infrastructure but also on the attitudes of individuals who will implement these technologies. Since preschool education is a critical period that shapes the cognitive, emotional and social development of children, the approaches of administrators and teachers working in this field to technology are of great importance. The advantages and limitations of the use of artificial intelligence in preschool education were discussed in the study. First, the historical development of preschool education and current applications were examined, then the effects of the leadership styles of administrators and the professional roles of teachers on educational processes were evaluated. The professional competencies of educators were examined together with their knowledge and skill levels in using technology, and how these factors affected their attitudes towards artificial intelligence applications were analyzed. Within the scope of the study, educational programs, infrastructure problems, social perceptions and educational policies affecting the integration of artificial intelligence technologies into educational processes were also discussed. Educators' knowledge levels and application skills regarding artificial intelligence technologies play a decisive role in the contribution of technologies to learning processes. In addition, psychological obstacles and infrastructure deficiencies encountered during the integration of technology into education were taken into consideration and solution proposals were presented for these difficulties. Another finding of the research is the role played by social perceptions and policies affecting educators' attitudes. While perceptions towards technology vary at individual and social levels, the fact that policies have a structure that encourages artificial intelligence applications facilitates the adoption of these innovations. It is important for administrators of educational institutions to adopt a supportive attitude towards technology and encourage teachers in this direction. Differences in administrator and teacher attitudes were also discussed in detail and the impact of these differences on education was discussed. This study provides a comprehensive analysis aimed at understanding the attitudes of administrators and teachers working in preschool education towards artificial intelligence. It was emphasized that in order for artificial intelligence technologies to be used effectively, the knowledge levels of educators should be increased, infrastructure deficiencies should be eliminated and social awareness should be increased. The research aims to guide more comprehensive studies to be conducted in this field and to increase the effectiveness of technology in preschool education. Keywords: Preschool Education, Artificial intelligence, Attitudes, Education Policies.