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Background. As AI becomes embedded in children’s lives, from entertainment to learning, the role of content is transforming—from passive consumption to active, system-embedded dialogue.

Methods. This article draws from content development experience at Mako Kids and research-led design at KidsAI. It integrates global studies, co-design fieldwork, and expert interviews to analyze how children interpret AI tools and how design influences developmental outcomes.

Results. Findings show that children anthropomorphize AI agents and that system behavior often teaches unintended lessons. Core principles of quality content—including age-appropriateness, holistic thinking, inclusion, safety, play-based learning, and cultural relevance—remain essential in AI-driven environments. Structured prompts, ethical voice design, and scaffolded interactions are key design features in KidsAI’s work, including the development of Olly, KidsAI’s assistant for kids.

Conclusions. Content must now function as ethical infrastructure in sociotechnical systems. Designers must avoid emotional simulation and focus on supporting autonomy, reflection, and cognitive safety. AI should guide—not mimic—human relationships, with clarity and respect.

The relevance of the article. Relevance. In today’s rapidly developing world, where sustainability and environmental awareness have become major global issues, special attention should be paid to early childhood education and the promotion of sustainable values. One of the key tools in this process is high-quality children’s media content.

Research objectives. The article examines the importance of high-quality content in children’s media to promote sustainable values and improve early childhood development. The necessity of creating high-quality content in the media for young children is discussed, high-quality content is determined and evaluated, and how it can raise awareness and cause changes in social behavior is investigated.

Research progress. The article takes a case study approach and analyzes Kozalak Preschool, an animated series created by the author of the article that models sustainable practices and encourages children to connect with nature. The series, created as part of the Increasing Quality of and Access to Early Childhood Education Services Project (ECE) in Turkey and serves as an example of how quality content can promote sustainable behavior and support early childhood development.

Conclusions. High-quality content serves as a powerful tool for promoting sustainable development and shaping a more optimistic future. Through the integration of educational elements, positive role modeling, socio-emotional learning and an emphasis on environmental awareness, children’s media can help young minds become catalysts for change. By cultivating an understanding of sustainable development and strengthening commitment to environmental protection, high-quality content in children’s media can have a long-term impact on their development and inspire them to become active defenders of our planet.

Relevance (context) of the article. Play is important not only for the full life of preschool childhood, but also for the formation of psychological readiness for school. Play support is one of the key aspects of high-quality practice. At the same time, the analysis of existing studies shows that the level of development of preschool children’s play remains low, and the conditions for it are at a minimum level. To change this situation, an objective analysis of the practice is necessary, highlighting the strengths and points of growth.

The aim of the study. Development and testing of the scale “Support for Children’s Play” (SCP) as a tool for assessing and developing the quality of the educational environment of the kindergarten.

Description of the research progress. A scale was developed and tested, consisting of 97 indicators, grouped into 7 indicators. The scale design corresponds to the instruments of the ECERS family. The course of instrument validation in 32 preschool groups is described: checking the internal consistency of the instrument (Alpha-Cronbach), reliability by the method of inter-expert consistency, checking the validity and determining the discriminative function by the method of contrast groups (the significance of differences in the Welch-modification t-tests and the Mann-Whitney shift criteria).

Research results. Statistical analysis showed that the scale has good internal consistency (Alpha-Cronbach coefficient = 0.89), validity (differences between contrast groups are significant at the level of 0.01, p-value = 7.294e-06 according to Welch-t-test, p-value = 0.0002733 according to Wilcoxon test) and sufficient reliability (the average model of deviations of paired inter-expert assessments was 0.47 points, which is significantly lower than the standard deviation for the total score of the entire sample (sd = 1.1695).

Conclusion. The SCP scale can be applied not only for external expert assessment and self-assessment, but also as a tool for the professional development of a teacher in order to reflect on his own strategy for supporting the play and finding growth points. The article proposes measures to improve the tool in order to increase reliability, including the development of a training program for experts.