Digital companions in early childhood education: a scoping review on the potential of chatbots for supporting social-emotional learning

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dc.authorid0000-0003-3154-4089
dc.contributor.authorBeceren, Burcu Ozdemir
dc.contributor.authorSaritas, Seda
dc.contributor.authorBaydemir, Ceren
dc.date.accessioned2026-02-03T12:00:05Z
dc.date.available2026-02-03T12:00:05Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractIntroduction: Artificial intelligence (AI)-powered chatbots are increasingly integrated into early childhood education; however, their contribution to children's social-emotional learning (SEL) has not been systematically synthesized. While evidence suggests that such technologies can support self-awareness, emotional regulation, and social interaction, research remains fragmented in terms of developmental appropriateness, ethical safeguards, and pedagogical alignment. This review addresses this gap by mapping the current state of knowledge on chatbot-supported SEL in early learning contexts. Methods: Following the PRISMA-ScR protocol, a comprehensive search was conducted across Scopus, Web of Science, ERIC, ScienceDirect, and SpringerLink for peer-reviewed studies published between January 2019 and March 2025. Inclusion criteria required studies to involve children aged 0-8, investigate chatbot-based interaction in educational settings, and examine at least one SEL domain. Data were charted and thematically synthesized according to research design, participant profile, technological features, and SEL competencies. Results: Of 205 records initially identified, 13 studies met the eligibility criteria. Most were published in 2023-2024 (76.9%). Nearly half employed experimental or intervention designs (46.2%), with smaller proportions focusing on design-based studies (30.8%), theoretical or ethical analyses (15.4%), and qualitative investigations (7.7%). Mapping against SEL domains indicated stronger emphasis on self-awareness and self-management (each 30.8%), with relatively limited coverage of social awareness (15.4%), relationship skills (15.4%), and responsible decision-making (23.1%). Frequently adopted technological affordances included natural language processing, emotion recognition, and multimodal interfaces, though adult mediation and long-term developmental effects were rarely addressed. Ethical considerations were also insufficiently examined. Discussion: The findings underscore the promise of AI-powered chatbots in advancing SEL during early childhood while highlighting significant gaps in empirical validation, theoretical grounding, and ethical responsibility. This review contributes a consolidated knowledge base to guide future research, pedagogical practice, and technology design, ensuring that chatbot applications in early learning environments are developmentally appropriate, ethically sound, and contextually meaningful.
dc.identifier.doi10.3389/feduc.2025.1634668
dc.identifier.issn2504-284X
dc.identifier.scopus2-s2.0-105019185191
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.3389/feduc.2025.1634668
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34507
dc.identifier.volume10
dc.identifier.wosWOS:001597604000001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherFrontiers Media Sa
dc.relation.ispartofFrontiers in Education
dc.relation.publicationcategoryDiğer
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectartificial intelligence
dc.subjectchatbot technologies
dc.subjectconversational agents
dc.subjectearly childhood education
dc.subjectsocial-emotional learning (SEL)
dc.subjectscoping review
dc.titleDigital companions in early childhood education: a scoping review on the potential of chatbots for supporting social-emotional learning
dc.typeReview

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