Although artificial intelligence (AI) is becoming more commonly integrated into our everyday lives, homes, and schools, there needs to be more research regarding parental attitudes toward using AI technologies and AI literacy education to understand better and advance AI and AI literacy in kindergarten. To address this gap, this study explored kindergarten parents' perceptions of using AI technologies and AI literacy education in kindergarten. In Study One, 215 parents completed a survey regarding their views and concerns about the use of AI technologies and AI literacy education in kindergarten, the challenges encountered in AI literacy education in kindergarten and their opinions on the use of AI technologies in kindergarten. In Study Two, we interviewed five parents to gain further insight into their perspectives. The results indicated that 74.4%, 19.1%, and 6.5% felt positive, neutral, and negative towards using AI technology in kindergarten settings, respectively, illustrating that most parents remained positive. Results showed that most parents reported that it is suitable for kindergarten children to learn about AI tools and AI literacy. The kindergarten level may be an appropriate starting point for learning AI literacy. We found that the four main challenges that parents reported their children encountered when learning about AI literacy are limited comprehension ability, time constraints, the difficulty of the AI learning content, and uncertainty regarding the appropriateness of AI learning content for children. The findings indicate that Hong Kong parents positively perceive using AI in kindergartens. Still, designing AI-based educational tools for kindergarten children must address the challenges identified while ensuring equal access for all children.