Artificial intelligence applied to early childhood education: A focus for educational research?

Autor/inn/en	Latorre-Medina, María José; Abdelmaula-Mesaud, Samia
Titel	Artificial intelligence applied to early childhood education: A focus for educational research?
Quelle	In: Contemporary issues in early childhood, 26 (2024) 1, S. 1-15Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/14639491241303746
URN	urn:nbn:de:0168-ssoar-98237-7
Schlagwörter	Bildungsforschung; Künstliche Intelligenz; Frühpädagogik; Bildungstechnologie
Abstract	The study focuses on a currently emerging topic: artificial intelligence (AI). The impact of AI on the field of education is considerable. The possibilities and risks associated with its use are already well known, especially when the ethical and/or legal boundaries associated with it are crossed. However, the potential of AI as an emerging technology, in the field of education in general, and in early childhood education in particular, is yet to be realised. In this paper we consider what has occurred to date, and then focus the attention of researchers who have conducted studies in the field of early childhood education. To do this, we adopted a bibliometric study approach. This type of analysis has allowed us to consider the scientific activity carried out in the field of artificial intelligence as applied in early childhood education. As we note throughout this paper, this type of analysis is highly valued among the scientific community as a way of assessing the quality, productivity and scientific evolution of a subject of study. It provides academics with valuable information about research conducted in a particular area. Following the recommendations of experts in the field, in this paper we not only address the volume of publications (quantity), but also assess other scientometric indicators that measure their quality. The results of this study then can make a significant contribution to the field of research and work in early childhood education in the face of the new challenges presented by today's society.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2025/2