Artificial Intelligence and the Future of Early Childhood Education: A Systematic Literature Review of Learning Innovations and Ethical Challenges
DOI:
https://doi.org/10.2026/y7081409Keywords:
Artificial Intelligence, Early Childhood Education, Personalized Learning, Learning Innovation, Ethical ChallengesAbstract
Artificial Intelligence (AI) is increasingly transforming early childhood education by providing opportunities for personalized learning, interactive experiences, and innovative pedagogical practices. However, its implementation also raises ethical concerns regarding children's privacy, data security, algorithmic bias, and developmental appropriateness. This study aims to examine AI-based learning innovations, pedagogical benefits, teacher roles, ethical challenges, and future research directions in early childhood education. A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 framework. Relevant literature was identified through Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar, covering publications from 2020 to 2026. The findings indicate that personalized and adaptive learning, educational robotics, conversational AI, and AI-supported teacher professional development are emerging areas of innovation. AI also demonstrates potential to support children's literacy, creativity, computational thinking, and social-emotional development. Nevertheless, research remains concentrated on preschool-aged children, with limited evidence concerning long-term developmental outcomes and younger age groups. The study concludes that responsible AI integration requires developmentally appropriate pedagogical practices, teacher competence, human oversight, and robust ethical safeguards to ensure child-centered and equitable learning experiences.
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