AI Insight
This systematic review of 86 resources examines how artificial intelligence is reshaping early childhood education through an ecological framework. The analysis identifies four key themes: holistic competencies children need (including cognitive, social-emotional skills, and AI literacy), governance structures for AI integration, professional development systems for educators, and play-based learning approaches in AI-enhanced environments. The findings emphasize that preparing young children for an AI-driven world requires comprehensive developmental support beyond basic digital skills, integrated with institutional infrastructure and age-appropriate pedagogical practices.
Why it matters
This research provides a theoretical framework and practical strategies for implementing AI in early childhood education while maintaining child-centered, developmentally appropriate practices. The findings guide educators, policymakers, and institutions in creating support systems that balance technological integration with the holistic developmental needs of young children.
Understand the Science
The rapid development of artificial intelligence (AI) is reshaping the learning and developmental contexts in which young children grow, learn, and interact. Guided by an ecological perspective, this systematic conceptual mapping review examines 86 resources to explore what young children should learn and how they should be taught. Four themes were identified through thematic analysis: (1) holistic competencies for young children, encompassing foundational cognitive and social–emotional skills, physical and mental well-being, executive functions, learning dispositions, and AI literacy; (2) governance for AI integration in early childhood education; (3) professional development and systemic support for educators; and (4) play-based learning and human-centered approaches in AI-enhanced contexts. The findings suggest that thriving in the AI age requires moving beyond isolated digital skills toward holistic development, supported by a cohesive infrastructure that links classroom practice with structural governance. These findings highlight the necessity of cultivating holistic competencies beyond basic AI literacy in curriculum design, preparing children to navigate an ever-changing digital world. Furthermore, they underscore the imperative for robust institutional support, particularly through participatory research to support age-appropriate pedagogy and educators’ digital confidence, while highlighting the value of playful early learning. Concurrently, these insights establish a theoretical framework for future empirical research, offer actionable strategies for ethical child-centred AI implementation, and provide strategic directions for policy and practice to address the critical demand for transformative knowledge in early childhood education.