USE OF AI IN PRESCHOOL EDUCATION

Abstract

In recent years, Artificial Intelligence (AI) literacy has gained increasing attention within the field of digital literacy education. However, its integration into early childhood education (ECE) remains limited, as AI curricula for young children have only recently been developed. This scoping review analyzed 16 empirical studies published between 2016 and 2022 to examine thematic and content trends related to AI literacy in ECE. The review synthesizes findings on curriculum design, AI tools, pedagogical strategies, research methodologies, assessment approaches, and study outcomes. Insights from the review provide guidance for educators and researchers aiming to create interventions that introduce young children to AI concepts.

The analysis also highlights key challenges, including insufficient AI knowledge, skills, and confidence among teachers; the lack of structured curricula; and the absence of clear instructional guidelines. Despite these initial obstacles, AI learning presents opportunities to enhance young children's understanding of AI concepts, practices, and perspectives. Looking ahead, the development of age-appropriate curricula and educational tools for ECE is expected to grow. Finally, the review offers recommendations for future research and educational practice to strengthen AI literacy initiatives in early childhood settings.