Children's Creativity in the Age of Artificial Intelligence: Key Concepts for Its Development in Elementary Education.
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The growing presence of generative artificial intelligence systems in primary schooling raises significant questions about their influence on children's creative development. In a context where these technologies operate as co-authorship systems within ideation processes, establishing conceptual foundations to guide their pedagogical integration becomes an urgent educational imperative. This essay proposes an integrated conceptual framework that maps a typology of interaction between children's creativity and artificial intelligence against pedagogical criteria aimed at strengthening divergent thinking, safeguarding authorial agency, and fostering expressive diversity in the primary classroom. The study draws on a critical review of specialized literature, selected for its scholarly rigor, currency, and thematic relevance, weaving together cognitive and sociocultural perspectives to build a theoretically grounded proposal. As a result, a conceptual structure was developed that identifies three formative dimensions inherent to technological co-authorship, cognitive, expressive, and identity-related, while establishing regulatory criteria for their pedagogical mediation. The integration of artificial intelligence in primary schooling yields genuine educational value only when oriented by explicit pedagogical decisions that place students' active creative construction above the endorsement of algorithmic outputs. This framework contributes to expanding the theoretical understanding of children's creativity in the age of artificial intelligence and lays conceptual groundwork for future applied research in primary education.
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