Integrating Generative Artificial Intelligence (GenAI) for Leveraging Early Literacy Instruction

This chapter explores the feasibility of integrating AI assistants (e.g., ChatGPT, Gemini) into teachers’ early literacy instruction within the high-leverage teaching practices (HLTP) framework. Rather than developing standalone AI literacy curricula, we propose embedding AI use naturally into existing classroom routines—such as morning meetings, book readings, and snack times—to enhance the quality of teacher–child interactions (e.g., extended conversation, phonological, and vocabulary learning). Unlike a task-oriented approach (e.g., using AI for lesson planning), this approach encourages teachers to model AI usage in real time (e.g., posing questions during ongoing activities) while discussing ethical considerations. Situating AI interactions within authentic classroom contexts not only supports individualized and engaging instruction but also fosters children’s independent and reflective thinking by making ethical AI use personally meaningful. This approach also supports teachers’ development of AI literacy and efficacy without adding new teaching responsibilities to teachers. Teachers’ reflective teaching practices can also be promoted. Drawing on an ongoing observational study of early childhood educators’ AI integration strategies, this chapter offers practical recommendations for implementation.