Recent advancements in generative artificial intelligence are poised to reshape introductory programming education, challenging conventional teaching methodologies. This paper presents a scoping review that explores the current understanding of integrating generative artificial intelligence tools in the learning of introductory programming. Through an analysis of 28 selected studies, this review provides a snapshot of the landscape in mid-2024, presenting benefits, concerns, and recommendations surrounding the use of generative artificial intelligence within programming education. It finds insufficient guidance on how to implement recommended pedagogical strategies, limited consideration of student perceptions and experiences, and a predominance of short study time frames. Additionally, there is a significant research gap in second-level education, particularly in the United Kingdom and Ireland. The paper discusses how these gaps signal a need for more human-centered approaches in the current research. The paper concludes with recommendations for future research, aiming to inspire further inquiry and advance the understanding of generative artificial intelligence’s role in programming education from a human-centered perspective.