Small Learners, Big Data: Ethical and Policy Challenges of AI in Early Childhood Education in Global and U.S. Contexts | Chapter 4 | Language, Literature and Education: Research Updates Vol. 4

As artificial intelligence (AI) becomes increasingly embedded in educational systems, its integration into early childhood education (ECE) presents both transformative opportunities and complex challenges. This literature review critically examines global and U.S. policy frameworks governing AI implementation in ECE, with a focus on ethical, legal, pedagogical, and equity-related dimensions. Drawing on theoretical foundations from developmental psychology, sociology of childhood, and educational technology, the paper synthesises empirical findings and policy analyses across diverse national contexts, including the European Union, China, Singapore, Australia, and the United States. The review identifies global best practices that emphasise ethical AI design, inclusive pedagogy, and robust educator training, contrasting these with the fragmented and innovation-driven U.S. landscape. Key challenges—ranging from data privacy and algorithmic bias to infrastructure gaps and professional readiness—underscore the need for developmentally informed, child-centred AI governance. The paper concludes by outlining critical research gaps, including the need for longitudinal studies, equity-driven implementation strategies, and pedagogical integration frameworks. By advancing a multidimensional policy perspective, this review offers actionable insights for educators, policymakers, and technologists working to ensure that AI enhances rather than undermines the promise of equitable and developmentally appropriate early learning.

 

Author (s) Details

Yi Wu
University of California, Berkeley, CA, USA.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/5259

A Comparative Study of Education Systems and Policies in Selected Developing and Developed Countries | Chapter 9 | An Overview of Literature, Language and Education Research Vol. 6

Education is a critical component of personal and societal advancement, rooted in the Latin term Educare, which means "to draw out." It is a fundamental human right that fosters personal growth, self-reliance, and professional success. Beyond these individual benefits, education drives economic development, improves health outcomes, reduces poverty, and helps address issues such as gender inequality and social discrimination. Furthermore, education plays a pivotal role in promoting good governance, social cohesion, and reducing corruption. Globally, educational systems differ significantly, shaped by the unique needs and values of each nation. These systems can be either highly centralized or decentralized, with varying degrees of government involvement. Developed nations, such as Finland, have well-established education systems that emphasize equality, inclusiveness, and free access to high-quality education for all citizens. In contrast, developing countries like Indonesia are still in the process of building robust educational infrastructures. Despite challenges, both nations aim to improve their systems to meet the specific needs of their populations. Education policies also vary between developed and developing countries. In developed nations like the UK and the US, policies often link school funding to student performance, with accountability measures such as standardized testing. Developing nations, such as Ghana, rely on initiatives like the Ghana Educational Trust Fund (GET Fund) to support education, although accountability and oversight may be less rigorous. The gap between developed and developing countries can be narrowed through tailored educational policies that address economic, political, and cultural contexts. Ensuring proper funding, decentralizing control, and focusing on essential skills like literacy, numeracy, and ICT will help build more inclusive and effective education systems, enhancing both individual and societal growth.

 

Author (s) Details

Sivakumar Joghi Thatha Gowder
College of Applied Medical Sciences, King Faisal University, Hufuf, KSA.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/3015