DEVELOPMENT OF CREATIVE ABILITIES OF CHILDREN IN THE PRE-PRIMARY GROUP THROUGH THE USE OF ARTIFICIAL INTELLIGENCE ELEMENTS: A BIBLIOMETRIC ANALYSIS

Abstract

The rapid development of artificial intelligence has significantly influenced educational systems, including early childhood education. This study aims to analyze global research trends on the use of AI elements for the development of creative abilities in pre-primary children through a bibliometric approach. The data were retrieved from the Scopus database, covering the period from 2015 to 2025, and analyzed using bibliometric tools such as VOSviewer. The findings reveal a steady increase in scientific publications, with research primarily focused on AI literacy, curriculum design, and children’s interaction with intelligent technologies. The analysis of highly cited publications highlights the dominance of a limited number of influential authors and journals, while affiliation and country analyses indicate a strong concentration of research activity in specific regions, particularly in the United States and East Asia. Keyword co-occurrence analysis demonstrates the interdisciplinary nature of the field, integrating technological, pedagogical, and developmental perspectives. However, the results also reveal a significant research gap, as the development of creative abilities in early childhood remains insufficiently addressed compared to other topics. The study contributes to the systematization of knowledge in this emerging field and provides a foundation for future research. It emphasizes the need for more empirically grounded and pedagogically oriented studies focusing on creativity development through AI in pre-primary education