EXPLORING THE PSYCHOLOGICAL EFFECTS OF AI USE IN EARLY CHILDHOOD EDUCATION

Abstract

Artificial Intelligence (AI) is rapidly changing the landscape of early childhood education through adaptive learning systems, intelligent tutoring, and the delivery of content through interactive media, among a multitude of other innovations that enable individualized instruction that engage various learning preferences. While there are significant advantages to these technologies, the early formative years of childhood are foundational stages of cognitive, emotional, and social development, and the psychological consequences of using AI are largely unknown. There is concern about reduction of human relationship opportunities, dependence on technology, and ethical dilemmas regarding AI and child centered pedagogies. This project examines the psychological implications of AI delivery, with an emphasis on cognitive development (attention, memory, problem solving), emotional development (motivation, self-esteem, anxiety) and social development (collaboration, communication). It also seeks to identify the risks and benefits associated with AI enhanced learning and to develop guidelines for appropriate and ethical use of AI in learning contexts. The synthesis of this research is qualitative, reviewed from literature, and examined empirical research, development theory, and development honed in human computer interactions the study then examined case studies on AI based educational interventions to assess impact on child aged learning outcomes and psychological development of children from 3 to 8 years of age. Ethical and policy implications also provided an all-encompassing and balanced portrait of the changing role of AI in education. In conclusion, research shows that AI can provide better personalization, engagement, and cognitive performance in conjunction with human support. AI supported platforms often relate to better retention of concepts, curiosity strived for, or self-directed. Some research studies noted disadvantages for use with AI, such as less face to face interaction with peers, adding programmed automated systems, and inconsistent quality of AI access. Obviously, there are ethical considerations, family data confidentiality and privacy concerns, algorithmic bias and fairness considerations, and transparency on the use of AI with AI development (and makers).  There is a great potential for AI to introduce to early childhood education as a cognitive development and individualized learning opportunity, however, such opportunities are limited to pairing human involvement with AI mediated use and provided as an opportunity to build children's social learning skills as well as cognitive development. Importantly, as education stakeholders engage and advance developments in application of developmentally appropriate and ethical applied AI learning tools with a minimum of concern for psychological harm, and maximize the benefits to education for children.