https://orcid.org/0000-0003-2825-0477
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Abstract
This paper presents a systematic literature review of artificial intelligence (AI)-supported teaching and learning in early childhood. The focus is on human–machine cooperation in education. International evidence and associated problems with the reciprocal contributions of humans and machines are presented and discussed, as well as future horizons regarding AI research in early education. Also, the ethical implications of applying machine learning, deep learning and learning analytics in early childhood education are considered. The method adopted has five steps: identification of the research, evaluation and selection of the literature, data extraction, synthesis, and results. The results shown that AI applications still present limitations in terms of the challenges encountered in early childhood education and data privacy and protection policies.
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Lucrezia Crescenzi-Lanna
Lucrezia Crescenzi-Lanna is Professor in the Psychology Faculty at the University of Vic – Central University of Catalonia (UVIC-UCC, Spain). She has a background in Developmental Psychology (La Sapienza University, Italy), obtaining her Ph.D. in Education Communication and Art (2010, European mention). Her research and publications straddle the fields of child development, child-computer interaction and educational technology. Crescenzi-Lanna is a Ramón y Cajal Fellowship Researcher; she has been a PI for nine R+D projects in Spain, the UK and Brazil, funded by the EC (H2020), m-Learning enterprises and the Spanish and Brazilian governments.