ARTIFICIAL INTELLIGENCE VS EMOTIONAL INTELLIGENCE: SHAPING THE FUTURE OF SOCIAL EMOTIONAL LEARNING IN TODDLERS

Abstract

The increasing integration of Artificial Intelligence (AI) into the daily lives of
Generation Alpha toddlers has sparked debate about its implications for Social-Emotional
Learning (SEL) and the development of Emotional Intelligence in early childhood. This study aims
to identify current trends in AI technologies that interact with toddlers, examine the positive and
negative effects of AI on children's SEL, and formulate pedagogical recommendations for early
childhood education teachers in balancing the use of AI with the development of children's
emotional competencies. This study employed a Systematic Literature Review (SLR) approach,
drawing on peer-reviewed journal articles and other relevant academic literature concerning AI,
Emotional Intelligence, and SEL in early childhood education. The collected data were analyzed
using content analysis techniques. The findings indicate that AI has considerable potential to
enhance social-emotional learning by providing personalized and interactive learning experiences.
However, AI cannot replace the essential role of authentic human interaction in fostering children's
emotional intelligence. Therefore, the integration of AI into early childhood education should be
balanced, prioritizing meaningful social relationships and emotional development as the
foundation for children's holistic growth.