Authors : Onyung Sandra Effiong; Orji Cyrus Ebere; Agu Mercy Oluchi; Ugwu John-Jerry Tochukwu; Ajagu Kingsley Onyeka

Volume/Issue : Volume 11 - 2026, Issue 9 - September

Google Scholar : https://tinyurl.com/yrhhjn38

DOI : https://doi.org/10.38124/ijisrt/26sep998

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Introduction: The integration of Artificial Intelligence (AI) into Early Childhood Education (ECE) represents a transformative paradigm shift globally, yet Nigeria's ECE sector remains critically underexplored in this domain.  Problem: Despite AI's demonstrated potential to enhance foundational literacy, numeracy, and personalized learning, Nigerian ECE faces systemic barriers including inadequate infrastructure, low teacher preparedness, ethical concerns, and the absence of comprehensive policy frameworks.  Significance: This inquiry critically examines the pedagogical opportunities, systemic challenges, and policy imperatives for AI integration in Nigerian ECE, addressing a significant gap in empirical and theoretical literature.  Method: Adopting a critical analytical methodology grounded in constructivist theory, critical rationalism, and African humanism, this study synthesizes peer-reviewed literature, policy documents, and empirical studies published between 2015 and 2026, drawing extensively from verified Nigerian-focused research.

Keywords : Artificial Intelligence, Early Childhood Education, Nigeria, Pedagogical Innovation, Policy Framework.

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