Conversational artificial intelligence in early childhood parenting (0–6 years): a systematic review

Abstract

This systematic review aimed to examine how parents and primary caregivers of children aged 0–6 years are using conversational AI as an educational resource, and to identify reported benefits, challenges, and outcomes. Following PRISMA 2020 guidelines and a registered PROSPERO protocol, searches were conducted in four major databases (ERIC, Scopus, Web of Science, and PubMed) up to July 2025. Empirical, peer-reviewed studies were included alongside supplementary records (a trial protocol and a conceptual article) with a clear practical focus. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Eight records met the inclusion criteria. Caregivers used conversational AI for diverse educational purposes, including information provision, parenting skills training, emotional support, and activity design. Most studies reported high usability and acceptability but limited evidence of measurable behavioural or developmental outcomes. Methodological quality was mixed, with small samples, short follow-ups, and insufficient reporting of randomisation and blinding. Parents and caregivers of young children are beginning to adopt conversational AI tools to complement traditional sources of guidance and support. Yet, the empirical base remains preliminary, heterogeneous, and largely focused on feasibility rather than effectiveness. Rigorous, transparent, and equity-oriented evaluations are urgently needed to determine the real educational and developmental value of these technologies in early childhood contexts.