ARTIFICIAL INTELLIGENCE AND EARLY CHILDHOOD EDUCATION: TRANSFORMING LEARNING EXPERIENCES FOR YOUNG CHILDREN

Abstract

This study reveals a critical finding that the integration of artificial intelligence in early
childhood education faces a significant gap between technological potential and practitioner
readiness, with only 15% of studies actively involving teachers in AI development. This research
aims to analyze the role of AI in transforming early childhood learning experiences and to identify
the opportunities and challenges of its implementation. The method employed is a systematic
literature review based on PRISMA guidelines, examining 25 international studies published
between 2025 and 2026. The findings indicate that AI Self-Efficacy is the strongest predictor of
teachers' behavioral intention to use AI, yet only 9.6% of teachers fully integrate AI into their
practice. This study concludes that the successful integration of AI in early childhood education is
highly dependent on teacher readiness, parental acceptance, infrastructure support, and serious
attention to ethical issues and child data protection.