Peer-reviewed article
Artificial Intelligence in Early Childhood Education
Epy Pujiaty, Fahrisya Rahayul Hadi ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines how artificial intelligence is being used in early childhood education, particularly from an Islamic religious education perspective. The research identifies that AI can make learning more engaging and personalized through games, videos, and chatbots, while also helping teachers prepare materials and monitor child development. However, the study highlights significant concerns including the risk of misaligning with religious values, over-reliance on technology, reduced social interaction, and data security issues. The authors conclude that AI should support rather than replace teachers, who play an essential role in moral development and direct guidance.
Key points
- AI tools such as games, videos, chatbots, and smart learning systems can make early childhood learning more interesting, faster, and tailored to individual children's abilities
- AI helps teachers prepare learning materials more efficiently and better understand children's developmental progress
- Key challenges include reduced social interaction among children, over-dependence on technology, and risks of religious teachings being misrepresented
- Data security and ethical concerns arise from the use of AI in collecting and processing children's information
- Teachers cannot be replaced by AI because they provide moral guidance and serve as direct role models in religious education
Limitations
This is a literature review based on qualitative analysis rather than empirical research with children, so it does not provide data on actual learning outcomes or effectiveness of specific AI tools in early childhood settings. The study focuses on Islamic religious education contexts and may not generalize to secular or other faith-based educational systems.
Abstract
This study discusses the use of artificial intelligence in early childhood education from the perspective of Islamic religious education. The background of this research emerged because AI technology began to be used in children's learning, but it was not fully aligned with Islamic moral values and teachings. This study aims to explain how AI is used in early childhood learning, identify opportunities that can be utilized, and identify challenges that arise in its use. The method used is qualitative with a literature study approach, which involves collecting and reading various journals, books, and scientific sources related to research topics, and then analyzing them by grouping, comparing, and compiling findings so that they are easy to understand. The results of the study show that AI can facilitate learning to be more interesting, fast, and in accordance with children's abilities through media such as games, videos, chatbots, and smart learning systems. AI makes it easier for teachers to prepare materials and understand children's development. However, challenges such as the risk of misunderstanding religious teachings, reliance on technology, reduced social interaction, and ethical and data security issues exist. In Islamic religious education, AI cannot replace the role of teachers because teachers guide morals and set direct examples. Therefore, AI should be used as a tool that remains under the guidance of teachers and parents so that learning runs well without leaving religious values.