Philosophical Foundations for 4C-oriented Early Childhood Education in the Context of Artificial Intelligence (pol. Filozoficzne podstawy edukacji wczesnoszkolnej ukierunkowanej na rozwój kompetencji 4C w kontekście sztucznej inteligencji)
Abstract
This article discusses the philosophical foundations of early childhood education, focusing on the development of the 4C competencies – communication, collaboration, critical thinking, and creativity – as essential for preparing students to function in a world increasingly shaped by artificial intelligence. It presents a theoretical and conceptual framework, applying a methodology grounded in insights from various philosophical sub-disciplines. The research problem addresses how philosophy can provide grounding for early childhood education and support pedagogical approaches in the face of technological challenges, particularly students’ over-reliance on AI. The potential of philosophy to shape children’s attitudes is illustrated through practical applications in early education. When introduced in a playful and age-appropriate way, philosophy can both stimulate the development of 4C competences and raise students’ awareness of the need to reinforce these skills amid advancements in artificial intelligence. The study concludes that philosophy, understood as an exercise in thinking and dialogue, can play a critical role in addressing young learners’ overreliance on AI tools, which may weaken their cognitive abilities. As a method of strengthening 4C competencies, philosophy can contribute to developing rationality and a critical attitude towards technology in children, while at the same time serving as an intriguing alternative to AI systems.
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