AI-Assisted Learning in Early Childhood Education: Opportunities and Challenges for Supporting Cognitive Development - A Literature Review

Intan Maulida Qorry’ Aina; Fianico Sukmana Rozy

doi:10.30587/jieec.v8i2.11641

Authors

Intan Maulida Qorry’ Aina IAI YPBWI Surabaya, Jawa Timur, Indonesia
Fianico Sukmana Rozy Universitas WR Soepratman Surabaya, Jawa Timur, Indonesia

DOI:

https://doi.org/10.30587/jieec.v8i2.11641

Keywords:

Artificial Intelligence, AI-assisted Learning, Cognitive Development, Early Childhood Education, Developmentally Appropriate Practices

Abstract

This study aims to analyze the opportunities and challenges of AI-assisted learning in supporting cognitive development in early childhood education and to examine its implications for developmentally appropriate educational practices. This study employed a qualitative approach using a library research method through the analysis of various scholarly sources, including international journal articles, academic books, and relevant research reports. Data were collected through documentation techniques from scientific publications retrieved from reputable academic databases and analyzed using content analysis and thematic analysis to identify key themes, patterns, and relationships among concepts. The findings indicate that AI-assisted learning offers significant opportunities to support early childhood cognitive development through personalized learning experiences, increased learning engagement, and the enhancement of critical thinking, problem-solving, creativity, and cognitive flexibility. However, the implementation of AI also presents several challenges, including excessive screen time, reduced social interaction, data privacy concerns, ethical issues, and limited teacher readiness to integrate AI technologies into educational practices. The study further reveals that the effectiveness of AI-assisted learning depends on its alignment with children's developmental characteristics, play-based learning principles, meaningful social interaction, and the active role of teachers as learning facilitators. This study contributes a comprehensive synthesis of the opportunities, challenges, and implications of AI-assisted learning in early childhood education, providing a foundation for the development of innovative, ethical, and child-centered educational practices.

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