Although substantial attention has been paid to the integration of artificial intelligence (AI) in early childhood education (ECE), research continues to be fragmented across different domains. The purpose of this paper is to propose a comprehensive framework that uses AI to support spatial thinking, environmental awareness, and culturally responsive teaching in ECE for children aged 3 to 8years. This is accomplished by drawing on a thorough synthesis of recent literature. AI is positioned as a cognitive scaffold rather than a replacement for human interaction in the proposed framework, which is based on the Technological Pedagogical Content Knowledge (TPACK) paradigm and Transformative Learning Theory. The paper addresses ethical considerations relating to fairness, data privacy, and developmental appropriateness, while also contributing a conceptual model and implementation strategies that require empirical validation for ECE practitioners.