Early Childhood Teacher Training and Artificial Intelligence: Case Study of the Palomita de La Paz Children's Circle, Ciego De Ávila, Cuba

Abstract

Digital transformation has brought about profound technological changes in the educational field, redefining not only the tools used in the teaching-learning process but also institutional and pedagogical dynamics. This study focuses on early childhood teacher training and the relationship between artificial intelligence (IA) and preschool education, with an emphasis on CIPDAP in Ciego de Ávila, Cuba. The research adopts a mixed critical methodological approach, combining document analysis, semi-structured interviews, and observation, involving 25 educators and 150 children aged 2 to 5. The results reveal significant gaps in teachers' technological training, with only 32% demonstrating basic competence in educational digital tools. The study highlights that the responsible integration of AI can enhance cognitive and social development in early childhood, provided that educators receive adequate training. It concludes that digital transformation in early childhood education requires structural investment in teacher training, technological infrastructure, and the development of specific pedagogical policies for this age group