Volume 14, 2025
Fostering Technology and Articial Intelligence in Early Years
Felicia Mayokun, ODUNTAN
Abstract
The integration of technology and articial intelligence in early year's education has become a subject of
increasingconcentration and debate. This paper explored the potential benets, challenges and considerations
associated with introducing these advancements to young learners while proponents argue that technology and
Articial Intelligence (AI) can enhance cognitive development, creativity and problem –solving skills, skeptics
raise concern about potential negative impacts on social interactions. Additionally, attention spans and ethical
considerations were designed. Issues related to accessibility, equity and the role of educators in facilitating
meaningful technology integration are crucial to address. The paper provided an overview of current research
highlights, key areas for further investigation, emphasized the importance of thoughtful and responsible
implementation strategies to maximize the potential of technology and AI in early year education.
Keywords
Articial Intelligence, Technology, Children, Early years, and Education.
Full Text
Download
References
American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591.
American Academy. (2016). Best practices for fostering technology and AI in early years. American Academy.
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors inuencing digital technology use in early
childhood education. Computers & Education, 77, 82–90.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., Sparling, J. J., & Ramey, C. T.
(2012). Early childhood education: Long-term effects of early childhood programs on cognitive and
school outcomes. Developmental Psychology, 48(4), 945–957.
Center on the Developing Child. (2007). The science of early childhood development. Harvard University.
Clement, J., & Sarma, N. (2018). Challenges of fostering technology and AI in early years. Early Childhood
Education Journal, 46(6), 637–645.
Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we
assess it? Early Education and Development, 17(1), 57–89.
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools.
Westview Press.
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998).
Relationship of childhood abuse and household dysfunction to many of the leading causes of death in
adults. American Journal of Preventive Medicine, 14(4), 245–258.
Gallahue, D. L., & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents,
adults (6th ed.). McGraw-Hill.
Garcia, M., & Johnson, K. (2023). Evaluating and updating content: Ethical guidelines for early childhood AI.
Journal of Early Childhood Technology, 15(2), 123–135.
37
Felicia Mayokun, ODUNTAN (32-39)
Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic
literature review. Sleep Medicine Reviews, 21, 50–58.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children.
Paul H. Brookes Publishing.
Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science,
312(5782), 1900–1902.
Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American
Educator, 35(1), 31–35.
Heckman, J. J., Karapakula, G., & Moktan, S. (2020). Intergenerational and intragenerational externalities of
the Perry Preschool Project. National Bureau of Economic Research.
Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in
preschool: Presenting the evidence. Oxford University Press.
Hirsh-Pasek, K., Golinkoff, R. M., & Berk, L. E. (2022). The power of interactive media for children's learning:
A review and roadmap. Developmental Review, 64, 101014.
Hutton, J. S., Dudley, J., DeWitt, T., & Horowitz-Kraus, T. (2020). Screen-based media use and brain structural
differences in young children. Scientic Reports, 10(1), 1–10.
Hutton, J. S., Horowitz-Kraus, T., Mendelsohn, A. L., DeWitt, T., & Holland, S. K. (2015). Home reading
environment and brain activation in preschool children listening to stories. Pediatrics, 136(3), 466–478.
Jones, A., Smith, B., & Taylor, C. (2020). Ethical considerations in early childhood technology use. Journal of
Early Childhood Research, 18(3), 245–259.
Meloy, B., Gardner, M., & Darling-Hammond, L. (2020). Untangling the evidence on preschool effectiveness:
Insights for policymakers. Learning Policy Institute.
National Association for the Education of Young Children. (2012). Technology and interactive media as tools in
early childhood programs serving children from birth through age 8. NAEYC.
National Scientic Council on the Developing Child. (2004). Children's emotional development is built into the
architecture of their brains. Harvard University.
National Scientic Council on the Developing Child. (2007). The timing and quality of early experiences
combine to shape brain architecture. Harvard University.
National Scientic Council on the Developing Child. (2020). Connecting the brain to the rest of the body: Early
childhood development and lifelong health are deeply intertwined. Center on the Developing Child.
Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school
children. Australian Journal of Education, 58(2), 109–122.
Oduntan, F. M. (2010). Assessment of stakeholders' awareness and implementation of aspects of Education for
All Goal in South West, Nigeria (Unpublished doctoral dissertation). University of Ibadan.
Papadakos, Y., Bertone, S., & Christodoulou, D. (2019). Challenges and concerns of fostering technology and
AI in early years. Journal of Early Childhood Research, 17(4), 456–470.
Parsons, S., & Cobb, S. (2014). Reections on the role of the 'users': Challenges in a multi-disciplinary context
of learner-centred design for children on the autism spectrum. International Journal of Research &
Method in Education, 37(4), 421–441.
Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education:
What we know, how public policy is or is not aligned with the evidence base, and what we need to know.
Psychological Science in the Public Interest, 10(2), 49–88.
Plowman, L., McPake, J., & Stephen, C. (2012). Extending opportunities for learning: The role of digital media
in early education. Early Years, 32(1), 17–30.
Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood
intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income
children in public schools. JAMA, 285(18), 2339–2346.
Rideout, V. J., & Katz, V. S. (2016). Opportunity for all? Technology and learning in lower-income families.
Joan Ganz Cooney Center at Sesame Workshop.
Roseberry, S., Hirsh-Pasek, K., &Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help
toddlers learn language. Child Development, 85(3), 956–970.
Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood
development. National Academies Press.
38
Journal of Early Childhood Education of Nigeria (JECAN) Vol. 14 2025
Shonkoff, J. P., Boyce, W. T., & McEwen, B. S. (2012). Neuroscience, molecular biology, and the childhood
roots of health disparities: Building a new framework for health promotion and disease prevention.
JAMA, 301(21), 2252–2259.
Smith, J. (2021). Implementing parental controls: Best practices for early childhood tech. Journal of Child and
Family Studies, 30(5), 1123–1135.
Thompson, R. A. (2001). Attachment and emotional regulation. Social Development, 10(1), 34–52.
UNICEF & The Lego Foundation. (2023). Early years technology and AI. UNICEF.
Vandewater, E. A., Bickham, D. S., & Lee, J. H. (2006). Time well spent? Relating television use to children's
free-time activities. Pediatrics, 117(2), e181–e191.
World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour, and sleep for children
under 5 years of age. WHO.
World Health Organization. (2020). Improving early childhood development: WHO guideline.
Yelland, N. (2019). Challenges and concerns of fostering technology and AI in early years. Australian
Educational Researcher, 46(1), 1–15.
Zeng, S., Benner, A. D., & Wang, Y. (2020). Parenting stress, resilience, and early child behavior problems in
Chinese immigrant families. Journal of Family Psychology, 34(5), 567–577.