Artificial Intelligence (AI) in Early Childhood Education, Exploring Challenges, Opportunities and Future Directions: A Scoping Review
DOI:
https://doi.org/10.55737/qjss.135537445Keywords:
Artificial Intelligence, Early Childhood Education, Challenges, OpportunitiesAbstract
AI literacy has emerged as a crucial aspect of digital literacy research in the field of education. Currently, there are limited studies about the implications of Artificial Intelligence (AI) in Early Childhood Education (ECE). Owing to the recent development of curricula for young learners in industrialized nations, developing countries are hesitant to adopt AI at the ECE level. A scoping review was undertaken on the content of fourteen research articles published between 2016 and 2023. This scoping review evaluates and reviews the contents of fourteen papers on the knowledge and comprehension of AI in ECE, which covers curriculum design, artificial intelligence tools, instructional methodologies, research designs, evaluation methods, findings, and various types of possibilities and problems linked to AI literacy and content. Several obstacles were identified, including (1) an insufficiently designed curriculum, (2) lacking instructors' understanding, experience, and trust in AI, and (3) the lack of an instruction manual. Engaging in reading can offer educational possibilities and foster the growth of AI literacy in young learners, encompassing AI concepts, actions, and perspectives. This study recommended AI literacy for the educators and learners of ECE to be suitable for their age group and level.
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