USING ARTIFICIAL INTELLIGENCE IN PRE SCHOOL EDUCATION: CURRENT TRENDS, FUTURE EXPECTATIONS, ADVANTAGES, DISADVANTAGES, AND PRACTICAL SOLUTIONS
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Abstract
This article examines the emerging role of artificial intelligence (AI) in pre‑school education (ages 3–6). Drawing on recent literature and policy materials, the paper synthesizes current trends, forecasts near‑term future developments, and evaluates the pedagogical, developmental, ethical, and operational advantages and disadvantages of applying AI in early childhood settings. The review highlights three principal application areas — personalized learning and assessment, teacher support and administration, and AI‑driven play/robotics — and analyzes equity, data‑privacy, developmental, and teacher‑capacity issues that accompany adoption. Herein is proposed practical, evidence‑informed solutions for policymakers, curriculum designers, educators, and technology developers to guide child‑centered, rights‑respecting, and pedagogically sound integration of AI in pre‑school contexts.
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References
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