Generative AI in Chinese Early Childhood Education: Teachers' Usage Patterns, Perceptions, and Factors Influencing Pedagogical Applications

In modern educational research, the impact of generative artificial intelligence (GenAI) on secondary and higher education is often the focus, while early childhood education (ECE) is relatively neglected. This study investigated how Chinese preschool teachers perceive, use and reflect on the GenAI tool in their professional practice. This study is based on the Expected Value Theory (EVT) and the Knowledge of Technical Teaching Content (TPACK) framework. It adopts a mixed method design and combines pre-interview surveys and semi-structured interviews to conduct a survey of 10 teachers from public and private kindergartens in five provinces. Quantitative research results show that although teachers reported moderate to high levels of GenAI usage, there were significant differences in familiarity and application patterns. Teachers believe that the GenAI tool has strong utility, achievement and intrinsic value, and the perceived cost is relatively low, indicating a higher willingness to further adopt the GenAI tool. Qualitative thematic analysis indicates that factors such as institutional culture, peer support and content customization have influenced their adoption practices. Teachers have expressed a strong demand for localized and development-oriented genetic artificial intelligence tools suitable for the ECE background. This research provides empirical insights for ECE's adoption of GenAI and emphasizes the necessity of a supportive ecosystem, targeted training, and ethical safeguards to ensure meaningful integration.