Artificial Intelligence in Early Years Education: A Scoping Review of Technologies, Users, and Developmental Outcomes

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: AI, Technology, Digital Litercy, and Computational Thinking n Early Childhood

Abstract

This scoping review synthesizes 64 studies on artificial intelligence (AI) applications in early years education (ages 0–6). The types of AI products, techniques, hardware, and user groups involved were examined, along with the developmental outcomes targeted. Most included studies focused on language and cognitive development using narrow AI tools such as speech analysis systems, robots, and deep learning algorithms. Social, emotional, motor, and health domains were underrepresented. Researchers and children were the primary users, with limited educator involvement. Grounded in Bronfenbrenner’s ecological systems theory (1986), this review explores how AI functions across children’s environments and identifies key gaps in developmental scope and educator engagement. Findings offer practical guidance for designing holistic, developmentally appropriate AI technologies in early educational settings.

Authors

• Esther Yu, University of Toronto - OISE

• Samantha Burns, University of Guelph

• Joel Wiebe, University of Toronto - OISE

• Michal Perlman, University of Toronto - OISE