The Impact Of Innovative Technologies On Quality Monitoring In Preschool Education
Keywords:
preschool education, quality monitoring, innovative technologies, artificial intelligence, large language models, virtual observations, mobile learning platforms, early childhood education, quality assurance, system integrationAbstract
This study examines the transformative role of innovative technologies in enhancing quality monitoring within preschool education. Drawing on a systematic review of international and national case studies published between 2018 and 2025, the research synthesizes findings across five domains: virtual quality improvement technologies, AI- and large language model (LLM)-based monitoring, mobile/adaptive learning platforms, national-level self-assessment modules, and standardized classroom observation tools. Evidence suggests that these technologies significantly improve accessibility, precision, and system integration in quality assurance processes, particularly in resource-constrained contexts. Virtual observations and mobile platforms offer scalable professional development opportunities, while AI-assisted tools provide rapid, accurate developmental insights. However, ethical concerns, limited longitudinal evidence, and challenges in contextual adaptation remain pressing issues. The study concludes that balanced implementation—combining technological precision with educator expertise—can strengthen early childhood education systems and support global education targets. Recommendations include embedding ethical safeguards, ensuring cultural relevance, and investing in rigorous long-term evaluations.
References
Egert, F., et al. (2024). Virtual quality improvement in early childhood: Virtual observations, goal setting, and text messaging to promote adoption of evidence-based practices. Early Childhood Education Journal. https://link.springer.com
Karimova, N. (2023). Implementation of ISO 21001:2018-based quality management systems in preschool education in Uzbekistan. Journal of Education Policy and Practice, 12(3), 45–59.
Kim, J., et al. (2025). SMILE – Stanford Mobile Inquiry-based Learning Environment. Educational Technology Review, 18(1), 22–34.
Li, H., & Wong, J. (2021). Integrating AI analytics in early childhood assessment: Opportunities and challenges. Computers & Education, 173, 104271.
Lim, S., & Chen, P. (2020). Enhancing preschool quality through digital monitoring in Singapore: A case study. Asia-Pacific Journal of Education, 40(2), 180–195.
OECD. (2022). AI in education: Assessing and monitoring early childhood development. OECD Publishing.
Pianta, R. C., et al. (2020). Measuring quality in early childhood education: Applications of CLASS in diverse contexts. Early Childhood Research Quarterly, 51, 21–33.
Rantavuori, J., et al. (2020). Digital learning portfolios in Finnish early childhood education: Implications for quality monitoring. European Early Childhood Education Research Journal, 28(4), 500–513.
Sheridan, S., et al. (2020). The complexity of measuring preschool quality: Beyond quantifiable indicators. Scandinavian Journal of Educational Research, 64(5), 739–754.
Siraj-Blatchford, I., & Sylva, K. (2019). Evidence-based quality improvement in early childhood settings. International Journal of Early Years Education, 27(1), 5–19.
UNESCO. (2021). Education for sustainable development and the role of early childhood education. UNESCO Publishing.
UNICEF. (2021). Digital learning and monitoring in low-resource contexts: Challenges and strategies. UNICEF.
UNICEF Kazakhstan. (2023). Strengthening the quality assurance and monitoring capacity of preschools in Kazakhstan. UNICEF.
World Bank. (2024). From data to action: A validation study of an early childhood education measurement tool (Teach ECE). World Bank Blogs.
Yang, Y., Shen, Y., Sun, T., & Xie, Y. (2025). Validating the effectiveness of a large language model-based approach for identifying children's development across various free play settings in kindergarten. arXiv preprint. https://arxiv.org
Zhang, W., & McLeod, S. (2022). Teachers’ attitudes toward digital monitoring tools in preschool education. Australasian Journal of Early Childhood, 47(2), 108–121.
Downloads
Additional Files
Published
Issue
Section
License
Copyright (c) 2025 Both journal and authors
This work is licensed under a Creative Commons Attribution 4.0 International License.