Applications with artificial intelligence in early childhood and preschool education, from a systematic review
Applications with artificial intelligence in early childhood and preschool education, from a systematic review
Keywords:
intelligence application, educational process, technological resources, biasesAbstract
Early childhood education calls for strengthened human learning, as it is essential as a basis for subsequent development. Today, profound changes are being experienced in education, with the presence of artificial intelligence (AI) in the educational process. With respect to the use of artificial intelligence, a constant growth is reflected, and it presents the child, currently, in addition to a real world, a virtual world. The purpose of this article is to present the results of a qualitative systematic review, from PRISMA, about the results that have been obtained with the use of artificial intelligence tools in early childhood and preschool education. As a systematic, qualitative review, it ends with the synthesis phase, determining that there is a peak of publications in the year 2025, with 40% of the total with 10 studies. The interest and concern for incorporating the use of artificial intelligence in early childhood ages is revealed, positive results are revealed in terms of retention in learning and educational quality in teaching. According to the biases found and the limitations, it is necessary to prioritize a larger sample size based on empirical experiences and promote longitudinal studies to better understand its use at these ages. Faced with the real gap of economic inequality, there is interest in reducing it, trying to achieve greater accessibility to technological means.
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