Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This contribution presents a systematic review of the scientific literature, conducted in accordance with the PRISMA protocol, on the integration of Artificial Intelligence into the initial and in-service training of educators and teachers working in the 0–6 age group. Particular attention is given to the design of hybrid play-based educational experiences, both analog and digital. In line with international agendas, the analysis aims to address a critical and still underexplored gap by mapping emerging training models, techno-pedagogical tools, risks, and key competencies — ranging from ethical prompt engineering to the symbolic mediation of play. The objective is to outline a taxonomy of practices and knowledge to support the development of evidence-based training pathways capable of enhancing educators’ reflective and design agency, and of improving the relational, inclusive, and affective quality of early childhood education, including in digitally augmented environments.
