Key points are not available for this paper at this time.
Although the idea of a machine being able to think dates to ancient times, it is possible to say that AI gained momentum in the modern sense in the 20th century. The technological age that we live in, which paves the way for the use of AI in many different areas such as education, health, and service sectors, reveals that having a deep understanding of the basic knowledge and concepts of AI is inevitably important and necessary. This systematic review explores the integration of Artificial Intelligence (AI) in preschool education using the PRISMA framework. The study synthesizes findings from reviewed studies, identifying AI’s role in preschool, why and how it is used and what are the perceptions/perspectives on the use of AI. Within the scope of the current research problems, seven different databases, namely ERIC, Scopus, WoS (Web of Science), EBSCO, Google Scholar, Proquest Dissertations & Theses, and YÖK Thesis Center, were used to identify relevant studies. According to the findings, AI enhances educational outcomes, challenges such as ethical concerns, teacher preparedness, and infrastructure limitations persist. Teachers and parents exhibit both enthusiasm and apprehension, highlighting the need for professional development and responsible AI implementation. The findings emphasize the potential of AI in preschool education while underscoring the necessity for ethical, pedagogically sound approaches to ensure meaningful learning experiences. In addition, the findings show that the use of AI and AI technologies in the pre-school period is still in the development stage and that detailed information about the use of AI in pre-school is needed.
Özoğul et al. (Fri,) studied this question.