Roles of Artificial Intelligence in Early Childhood Education: A Systematic Review of Adaptive Learning, AI Literacy, and Safe Learning Ecosystems

Abstract

Artificial intelligence (AI) is reshaping early childhood education (ECE), yet the literature lacks an integrated account of how AI supports young children’s learning, teachers’ pedagogy, and ethical learning ecologies. This study aimed to synthesize recent Scopus-indexed evidence on the roles of AI in ECE and to formulate a conceptual framework for future research and practice. Unlike prior reviews that emphasize isolated tools or outcomes, this review links technological functions, pedagogical mediation, child development, and governance within a single framework. Following the PRISMA protocol, a systematic literature review was conducted using inclusion criteria covering AI and ECE topics, publications from 2023–2025, journal source type, OA status, English language, and article document type. The descriptive analysis identified five major AI roles in ECE: personalized and adaptive learning facilitator; AI literacy and computational thinking scaffold; teacher empowerment and pedagogical capacity builder; assessment, diagnosis, and early screening support; and inclusive, ethical, and safe learning ecosystem enabler. These roles were synthesized into the PATAI conceptual framework. The findings show that AI in ECE should be understood not merely as automation, but as a pedagogically guided, developmentally appropriate, and ethically bounded ecosystem. This study informs AI-supported ECE policy, teacher education, curriculum design, and child-centered learning environments.