Forms and functions innovation: a scoping review of digital and intelligence technologies in early childhood education practice

Abstract

Abstract This scoping review examines the integration of digital and intelligent technologies in early childhood education (ECE) from 2010 to 2024, analyzing 29 selected empirical studies, focusing on algorithmic approaches and logic for ECE. While prior research has emphasized data-driven outcomes, pedagogical practices, and ethical challenges, this study addresses a critical gap by systematically analyzing the underlying algorithms, implementation forms, and functional roles of intelligent technologies such as Internet of Things (IoT), machine learning (ML), virtual reality (VR), data mining, and robotics. The review highlights how these technologies address challenges in ECE, such as health diagnostics, personalized learning, safety, and equity while underscoring persistent limitations, including security vulnerabilities, insufficient interdisciplinary integration, and a lack of longitudinal efficacy studies. Contributions include a taxonomy of algorithmic functions and implementation patterns, offering stakeholders foundational insights for evidence-based technology adoption. Future directions may include analyzing recent technology advancement in ECE, for example, “digital twins” for child development, AI-driven adaptive systems, and privacy-preserving frameworks using federated learning. The study advocates for strengthened security protocols, interdisciplinary curricula, and mixed-methods evaluations to advance ethical, child-centric innovations. By bridging technological and pedagogical perspectives, this work informs policy and practice for leveraging digital tools to optimize early learning outcomes while mitigating risks.