Parents’ Roles and Strategies in Developing Children’s AI Literacy: A Scoping Study
Victoria Delaney, Jennifer J. Chen · Journal of Research in Childhood Education · 2026
Parents play a variety of influential roles when teaching their children how to use new technologies, especially those in early childhood (ages 0–8). Using Bronfenbrenner’s sociological theory and joint-media engagement as theoretical lenses, we conducted a scoping study of parent roles and strategies when building AI literacy, a new class of technological knowledge, skills, and dispositions with their children. We reviewed empirical literature from four databases that examined how parents and young children participated jointly in AI knowledge-building activities. We found 18 articles that met our search criteria. Our analysis revealed that parents commonly play guiding roles (e.g. mentor, guardian, translator) to support children’s AI literacy. Additionally, parents use centering, scaffolding, and communicating techniques to direct children’s attention to features of technologies that contain AI. Finally, parents most often teach their children about aspects of AI literacy that relate to perception, natural interaction, and societal impact. We present findings in each area and outline policy recommendations to support parents and adults who wish to explore developmentally appropriate aspects of AI literacy in early childhood.