Artificial intelligence in early childhood education: A scoping review
Jiahong Su, Weipeng Yang
Abstract
Artificial intelligence (AI) tools are increasingly being used in the field of early childhood education (ECE) to enhance learning and development among young children. Previous proof-of-concept studies have demonstrated that AI can effectively improve teaching and learning in ECE; however, there is a scarcity of knowledge about how these studies are conducted and how AI is used across these studies. We conducted this scoping review to evaluate, synthesize and display the latest literature on AI in ECE. This review analyzed 17 eligible studies conducted in different countries from 1995 to 2021. Although few studies on this critical issue have been found, the existing references provide up-to-date insights into different aspects (knowledge, tools, activities, and impacts) of AI for children. Most studies have shown that AI has significantly improved children's concepts regarding AI, machine learning, computer science, and robotics and other skills such as creativity, emotion control, collaborative inquiry, literacy skills, and computational thinking. Future directions are also discussed for researching AI in ECE.