Use of Artificial Intelligence to Strengthen Learning Patterns in Early Childhood
DOI:
https://doi.org/10.70577/asce.v5i2.757Keywords:
Artificial Intelligence, Learning Patterns, Early Childhood, Socio-Emotional Development, Early Childhood Education, Teacher Training.Abstract
This research examines the relationship between the use of artificial intelligence (AI) and the strengthening of learning patterns in children aged one to three, with an emphasis on socio-emotional development. To achieve this, a quantitative, non-experimental, cross-sectional, descriptive-correlational study was conducted using the Questionnaire on Knowledge and Use of AI in Early Childhood Education (CUIA-EI), administered to 40 educators at Child Development Centers (CDIs) in Quito, Ecuador. Among the most significant findings is that 40% of the participants had never received training in AI applied to education, and 72.5% lacked access to technological devices. However, despite these limitations, 82.5% of the teachers demonstrated a high level of motivation to incorporate digital tools into their teaching practice. The data identified revealed a significant correlation between favorable attitudes toward technology and practices involving the identification of learning patterns (rho = 0.640, p < 0.001). Similarly, a lack of awareness of learning patterns was identified as a structural barrier that limits optimal socio-emotional development in early childhood.
Downloads
References
Adiguzel, T., de Vries, B., & Jing, L. (2024). AI-driven adaptive learning for sustainable educational transformation. Sustainable Development, 32(3), 1455–1470. https://doi.org/10.1002/sd.3221
Barua, P. D., et al. (2022). Artificial intelligence enabled personalised assistive tools to enhance education of children with neurodevelopmental disorders. International Journal of Environmental Research and Public Health, 19(3), 1192. https://doi.org/10.3390/ijerph19031192
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
CEPAL & CENIA. (2024). Índice Latinoamericano de Inteligencia Artificial (ILIA 2024). Comisión Económica para América Latina y el Caribe.
Chen, X. (2023). Culture and early socio-emotional development. En R. E. Tremblay, M. Boivin & R. DeV. Peters (Eds.), Encyclopedia on Early Childhood Development. https://www.child-encyclopedia.com
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
Contrino, M. F., Reyes-Millán, M., & Vázquez-Villegas, P. (2024). Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education. Smart Learning Environments, 11, 6. https://doi.org/10.1186/s40561-024-00292-y
Cukurova, M., Kralj, L., Hertz, B., & Saltidou, E. (2024). A rapid systematic review of current research on artificial intelligence in teacher education. European Journal of Teacher Education, 1–22. https://doi.org/10.1080/02619768.2024.2387163
Diliberti, M. K., Schwartz, H. L., Grant, D., et al. (2024). More districts are training teachers on artificial intelligence: Findings from the American School District Panel. RAND Corporation. RR-A956-31.
Du Plooy, E., Casteleijn, D., & Franzsen, D. (2024). Personalized adaptive learning in higher education: A scoping review. Heliyon, 10(21), e39630. https://doi.org/10.1016/j.heliyon.2024.e39630
Kanders, K., Stupple-Harris, L., Smith, L., & Gibson, J. L. (2024). Perspectives on the impact of generative AI on early-childhood development and education. Infant and Child Development, 33(4), e2514. https://doi.org/10.1002/icd.2514
Kewalramani, S., Palaiologou, I., Dardanou, M., Allen, K. A., & Phillipson, S. (2024). Using artificial intelligence (AI)-interfaced robotic toys in early childhood settings. European Early Childhood Education Research Journal, 32(2), 203–220. https://doi.org/10.1080/1350293X.2023.2219170
LeMoine, J. E. (2024). Artificial intelligence and the early childhood field: Exploring potential to enhance education, communication and inclusivity. Zero to Three Journal, 45(1), 12–18.
Neumann, M. M., Neumann, D. L., & Koch, L. C. (2023). Young children's interactions with a social robot during a drawing task. European Early Childhood Education Research Journal, 31(2), 234–249. https://doi.org/10.1080/1350293X.2022.2089411
Rodríguez-García, A. M., Fuentes-Cabrera, A., Moreno-Guerrero, A. J., & López-Belmonte, J. (2024). Relationship between teachers' digital competence and attitudes towards artificial intelligence in education. International Journal of Educational Research, 126, 102369. https://doi.org/10.1016/j.ijer.2024.102369
Serrano-Díaz, N., Aragón, E., & Merida-Serrano, R. (2024). Differential socioemotional and educational profiles in early childhood and primary education students in a lockdown situation. Frontiers in Psychology, 15, 1296333. https://doi.org/10.3389/fpsyg.2024.1296333
Solichah, N., & Shofiah, N. (2024). Artificial intelligence (AI) literacy in early childhood education: A scoping review. Journal of Early Childhood Education Research, 13(1), 78–94.
Su, J., & Yang, W. (2023). Artificial intelligence and robotics for young children: Redeveloping the five big ideas framework. ECNU Review of Education, 7(3), 685–698. https://doi.org/10.1177/20965311231218013
UNICEF. (2022). Reimagine education in Latin America and the Caribbean. UNICEF Regional Office for Latin America and the Caribbean.
Walkington, C., & Bernacki, M. L. (2020). Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of Research on Technology in Education, 52(3), 235–252. https://doi.org/10.1080/15391523.2020.1747757
Xu, Y. (2024). Can AI teach young children? Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/24/03/can-ai-teach-young-children
Yi, H., Liu, T., & Lan, G. (2024). The key artificial intelligence technologies in early childhood education: A review. Artificial Intelligence Review, 57(1), 12. https://doi.org/10.1007/s10462-023-10637-7
Yuan, L., Lei, M., & Xu, J. (2023). Technology-enabled and human-centered intelligent education ecology: Connotation, characteristics and construction path. Open Education Research, 29(2), 74–80.
Zhu, X., Liu, C., Wang, X., & Wang, Y. (2024). Scientometric analyses of digital inequity in education: Problems and solutions. Humanities and Social Sciences Communications, 11, 1052. https://doi.org/10.1057/s41599-024-03480-w
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Carrera Marcillo Tania Paola, Vallejo Martínez Jhonny Alexander, Silvia Rosa Pacheco Mendoza
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Eres libre de:
- Compartir : copiar y redistribuir el material en cualquier medio o formato
- Adaptar : remezclar, transformar y desarrollar el material
- El licenciante no puede revocar estas libertades siempre y cuando usted cumpla con los términos de la licencia.
En los siguientes términos:
- Atribución : Debe otorgar el crédito correspondiente , proporcionar un enlace a la licencia e indicar si se realizaron cambios . Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial : no puede utilizar el material con fines comerciales .
- CompartirIgual — Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales : no puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otros hacer algo que la licencia permite.
