The integration of AI-driven technologies into early childhood education is rapidly transforming how children engage with learning. However, the extent to which these technologies accommodate individual differences in children remains an open question. This study explores how children’s temperaments, as observed by their caretakers or parents, influence their acceptance of AI-driven toys and educational apps. Using a structured questionnaire, data from 96 valid responses were collected. The study employs the Children’s Temperament Scale to classify children into six temperament types and an adapted General Artificial Intelligence Acceptance Scale (GAAIS) to assess their engagement with AI technologies. The findings reveal a positive correlation between children’s temperament—such as persistence, emotional intensity, and adaptability—and their acceptance of AI, with temperament influencing beliefs about AI’s societal benefits and its potential to enhance learning and happiness. Additionally, caretakers’ socioeconomic status and education levels significantly impact children’s exposure to and engagement with AI, highlighting the need for equal learning opportunities across different backgrounds. This research provides insights for educators, designers, and developers seeking to enhance the effectiveness of AI-driven educational tools.