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<p>This study aims to examine the views and evaluations of preschool teachers regarding the integration of generative artificial intelligence as a curriculum analysis tool, focusing on daily teaching plans prepared within the framework of the Türkiye Century Education Model and the commercially prepared daily plans. A qualitative case study design was employed for this research. The data were collected through semi-structured individual interviews and focus group discussions. Concurrently, ChatGPT (GPT-4) was utilized as a technological evaluation tool to analyse the same daily plans. The collected data were analysed using MAXQDA software programme. Participants included 30 preschool teachers employed in public and private kindergartens and preschool classes within primary schools affiliated with the Ministry of National Education [MoNE] in the central districts of Konya province. When teachers’ practice-based assessment grounded in practical experience are compared with the systematic and holistic approach of the artificial intelligence tool, the two assessment processes are observed to complement each other. The findings revealed that the participating teachers generally depend on commercially-made plans, and they consider the Maarif Model as an effective plan in practice, and considered ChatGPT as a supportive tool in education.</p>

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The Combined Perspective: Assessing Early Childhood Daily Plans Through the Eyes of Teachers and Generative AI

  • 期刊论文

  • 发表日期：

    2026年6月15日

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  • Mehmet Mart,
  • Gizem Kaya

摘要

This study aims to examine the views and evaluations of preschool teachers regarding the integration of generative artificial intelligence as a curriculum analysis tool, focusing on daily teaching plans prepared within the framework of the Türkiye Century Education Model and the commercially prepared daily plans. A qualitative case study design was employed for this research. The data were collected through semi-structured individual interviews and focus group discussions. Concurrently, ChatGPT (GPT-4) was utilized as a technological evaluation tool to analyse the same daily plans. The collected data were analysed using MAXQDA software programme. Participants included 30 preschool teachers employed in public and private kindergartens and preschool classes within primary schools affiliated with the Ministry of National Education [MoNE] in the central districts of Konya province. When teachers’ practice-based assessment grounded in practical experience are compared with the systematic and holistic approach of the artificial intelligence tool, the two assessment processes are observed to complement each other. The findings revealed that the participating teachers generally depend on commercially-made plans, and they consider the Maarif Model as an effective plan in practice, and considered ChatGPT as a supportive tool in education.