This paper focuses on AI-powered image and audio generators as tools for developing language skills of 4-6-year-old EFL learners. Drawing on the concept of digital screen mediation (Meskill, 2021, 2024) rooted in Vygotskian sociocultural paradigm, this mixed-method study explores young learners' experiences interacting with AI technologies mediated by teachers in preschool settings. Pre- and post-tests, questionnaires, reflection journals, interviews, and video-recorded classes involving 40 children speak in favor of AI-powered technologies as instructional tools that engage learners in highly motivating co-production activities. The findings suggest that teachers retain their leading role as mediators of knowledge who orchestrate conversations with, through and around AI tools, capitalize on young learners' feeling of pleasure when interacting with technologies, and counteract the unpredictability and instability that come with AI. The study shows real cases of successful AI-enhanced language classrooms, which might be of interest to early childhood educators and curriculum developers working in a bi- and multilingual contexts.