By By: Shinga Joseph Alphonsus
Dr. Emmanuel Ali Attah
Shuaibu Usman
Abstract
The integration of Artificial Intelligence (AI) into early childhood education has ushered in a paradigm shift towards a more technologically driven background carefully devised plan of action to achieve a goal. The pervasive influence of computer technology has catalyzed a surge in online learning within the school environment, yielding positive philosophical outcomes. Despite these advancements, a large number of primary schools in Nigeria have yet to leverage of AI technologies. Recognizing the expanding significance of AI in Early Childhood education for educational philosophy development in Nigeria, this study aligns with the demand of AI implementation in Early Childhood Education from developed countries. The style employed involves an examination of current advancements in AI applications within the Nigerian educational context. The examination demonstrated the utilization of AI software tools and technologies, adhering to predefined exclusion and inclusion criteria. The study revealed that Artificial Intelligence (AI) can sound intimidating or futuristic. However, AI is already being used in small but meaningful ways in classrooms worldwide. At its core, AI simply refers to computer systems designed to perform tasks we have historically thought of as requiring human intelligence and decision-making. prevalent use of AI technologies in Early Childhood Education in Nigeria, encompassing evolutionary software modelling, multimedia e-learning platforms and frameworks, and the incorporation of Moodle learning. This discernible trend indicates a growing demand for the application of AI technology in the early childhood education in Nigeria
Implications of Artificial Intelligence in Early Childhood Education in Nigeria
Shinga Joseph Alphonsus, Dr. Emmanuel Ali Attah & Shuaibu Usman
Philosophers of Education Association of Nigeria (PEAN) Vol. 35 No. 1, October 2025 | Formatted by Timsmek Global Publishers® | 168
However, the study also highlights a discrepancy wherein more sophisticated AI techniques, such as intelligent tutoring systems, learnable robots or agents, web based educational systems, and learning management systems explored extensively in other nations were infrequently applied in the Nigerian context. In light of these observations, teachers should explore AI with cautious optimism, embracing the potential benefits while maintaining a sense of responsibility and carefulness. Together, teachers can shape AI applications to truly serve children and view AI as an empowerment tool to enhance the capabilities of Subject Matter Experts, not a replacement. Conversations should continue about thoughtfully integrating this technology into the classroom while keeping human experts and educational philosophers firmly in the loop.
