Author(s)

WangShu Gong^1*, JunRu Ma², ZhaoYang Wang¹

Affiliation(s)

¹Stony Brook Institute at Anhui University, Hefei 230000, Anhui, China.

²Anhui University Kindergarten, Hefei 230000, Anhui, China.

Corresponding Author

WangShu Gong

ABSTRACT

Generative artificial intelligence content (AIGC) is gradually permeating early childhood art education and reshaping teaching models, but its specific impact on key processes of early childhood art creation still lacks scientific empirical support. This study used a controlled variable comparative experimental design, combined with expert scoring, to explore the impact of AIGC software intervention at different stages of the painting course on the two core processes of children's idea generation and design expression in children's paintings. The results showed that passively receiving AIGC inhibited the originality of children's idea generation in painting, but had no significant impact on the fluency of this process. However, actively referring to AIGC during the painting process could improve children's design expression ability, and improve their composition and color expression abilities in this stage. Based on this, the study suggests that AIGC can be used as an auxiliary reference tool in the painting process to help children's artistic abilities develop.

KEYWORDS

Generative AI content; Early childhood art education; Idea generation; Design expression

CITE THIS PAPER

WangShu Gong, JunRu Ma, ZhaoYang Wang. Application of AIGC-assisted visual inspiration in early childhood art education. World Journal of Educational Studies. 2026, 4(1): 1-11. DOI: https://doi.org/10.61784/wjes3121.

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