<![CDATA[The integration of AI into STEAM education in early childhood is developing rapidly, but it still faces challenges in balancing technological innovation with children's developmental needs. Teachers' experiences and readiness in navigating this pedagogical transformation also remain underexplored. This study aims to explore teachers' lived experiences in integrating AI into STEAM learning and to analyze the meanings, challenges, benefits, and professional needs that emerge during its implementation. This study employed a qualitative approach with an Interpretative Phenomenological Analysis (IPA) design involving 10 early childhood education teachers who had experience integrating AI into STEAM learning. Data were collected through semi structured in depth interviews, classroom observations, and learning document analysis, and were analyzed using six stages of IPA. The findings revealed four main themes: diverse perceptions reflecting enthusiasm for the potential of personalized learning and concerns about developmental appropriateness, multidimensional technical and pedagogical challenges, perceived benefits of AI for children's engagement and learning, and the need for continuous professional development and institutional support. In conclusion, AI integration into STEAM learning represents a pedagogical transformation that requires teachers to act as facilitators and decision makers while maintaining a focus on children's development. The implication is that AI implementation requires teacher competence, professional collaboration, adequate infrastructure, and policies that support appropriate and child centered use of technology.]]>
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