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Artificial Intelligence (AI) in Early Childhood Education (ECE): Do Effects and Interactions Matter?

Author

Listed:
  • Yahya Fikri

    (UAE - Abdelmalek Essaadi University [Tétouan] = Université Abdelmalek Essaadi [Tétouan])

  • Mohamed Rhalma

    (UAE - Abdelmalek Essaadi University [Tétouan] = Université Abdelmalek Essaadi [Tétouan])

Abstract

This article examines the integration of artificial intelligence (AI) into early childhood education and the noteworthy impacts it has on students' enjoyment, creativity, and development of soft skills. Artificial intelligence technology can help young pupils develop important soft skills like cooperation and communication through the use of interactive tools and individualized learning platforms. These technologies enable education to be customized to meet the needs of each student, boosting self-esteem and confidence. Additionally, they facilitate problem-solving by providing opportunities for research. Furthermore, AI encourages creativity in children by giving them new and creative ways to express themselves. This paper explores how gamified learning settings, interactive software, and creative tools that stimulate students' curiosity and foster creativity are transforming education through artificial intelligence (AI). It also highlights the challenges and ethical dilemmas surrounding the integration of AI. This essay emphasizes how important it is to employ AI ethically and cooperatively to support children's holistic development. By developing a framework based on the completed literature study, we will discuss the importance of artificial intelligence in early childhood education, the ethical conundrums raised by its use in ECE, and how it could foster children's creativity and soft skills.

Suggested Citation

  • Yahya Fikri & Mohamed Rhalma, 2024. "Artificial Intelligence (AI) in Early Childhood Education (ECE): Do Effects and Interactions Matter?," Post-Print hal-04701470, HAL.
    • Handle: RePEc:hal:journl:hal-04701470
    DOI: 10.61707/y74fv875
    Note: View the original document on HAL open archive server: https://hal.science/hal-04701470v1
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    References listed on IDEAS

    as
    1. Gwo-Jen Hwang & Yun-Fang Tu, 2021. "Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review," Mathematics, MDPI, vol. 9(6), pages 1-19, March.
    2. Salisu, Isyaku & Alam, Md. Mahmudul, 2022. "Influences of Creativity and Resource Availability in the Intelligent Career Framework: Empirical Investigation of Nigerian Entrepreneurs," OSF Preprints bavx5, Center for Open Science.
    3. Yahya Fikri & Rhalma Mohamed, 2024. "Impact of Education, Life Expectancy, and Labour Force on Economic Growth: The Case of Morocco," Post-Print hal-04701464, HAL.
    4. Ester van Laar & Alexander J. A. M. van Deursen & Jan A. G. M. van Dijk & Jos de Haan, 2020. "Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review," SAGE Open, , vol. 10(1), pages 21582440199, January.
    5. Yahya Fikri & Mohamed Rhalma & Enseignement Professeur D, 2023. "Sustainable development : Theoretical Review [Développement durable : Revue théorique Sustainable development : Theoretical Review]," Post-Print hal-04262106, HAL.
    6. Yahya Fikri & Mohamed Rhalma, 2024. "Determinants of Poverty: Evidence from Morocco through ARDL Approach," Post-Print hal-04701446, HAL.
    Full references (including those not matched with items on IDEAS)

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