This study explores the perspectives of teachers, parents, and students on integrating generative AI (GAI) into elementary literacy education. The research involved workshops with 12 families (children aged 8-12) and interviews with 16 teachers to understand their views on GAI systems for writing education. Key findings include the potential benefits of GAI in generating adaptable teaching materials, enhancing ideation, and providing personalized feedback. However, concerns were raised regarding authorship, student agency, and bias. The study suggests design strategies such as adult oversight, balanced AI role allocation, and customization to enhance student agency. The research highlights the need for a balanced approach to GAI integration in education, considering the complexities of teaching and learning. The study also identifies three major themes: teachers' view of GAI as part of digital citizenship development, parents' perception of GAI as new toys and screen time, and students' perception of GAI as smart and helpful companions. The study emphasizes the importance of addressing challenges such as authorship, student agency, and bias in GAI systems to ensure safe and effective integration into elementary education. The findings contribute to the HCI community by highlighting the practical applications and limitations of GAI in education and offering insights for designing GAI tools that align with the needs and concerns of educational stakeholders.This study explores the perspectives of teachers, parents, and students on integrating generative AI (GAI) into elementary literacy education. The research involved workshops with 12 families (children aged 8-12) and interviews with 16 teachers to understand their views on GAI systems for writing education. Key findings include the potential benefits of GAI in generating adaptable teaching materials, enhancing ideation, and providing personalized feedback. However, concerns were raised regarding authorship, student agency, and bias. The study suggests design strategies such as adult oversight, balanced AI role allocation, and customization to enhance student agency. The research highlights the need for a balanced approach to GAI integration in education, considering the complexities of teaching and learning. The study also identifies three major themes: teachers' view of GAI as part of digital citizenship development, parents' perception of GAI as new toys and screen time, and students' perception of GAI as smart and helpful companions. The study emphasizes the importance of addressing challenges such as authorship, student agency, and bias in GAI systems to ensure safe and effective integration into elementary education. The findings contribute to the HCI community by highlighting the practical applications and limitations of GAI in education and offering insights for designing GAI tools that align with the needs and concerns of educational stakeholders.