<![CDATA[As generative platforms, embodied robotics, and conversational voice agents enter early childhood environments spanning birth through age eight, a fundamental tension emerges between automated technological deployment and the relational core of early learning centered on play-based inquiry, child agency, and educator care. Addressing this socio-technical dynamic requires evaluating how international educational collaboration shapes early childhood artificial intelligence applications across national contexts. Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) protocols, systematic literature searches executed across Scopus, Web of Science, IEEE Xplore, ERIC, and ACM DL databases through October 2026 covering publications from 2015 to 2026 yielded an audited review corpus of thirty verified sources (N = 20). This evidence base comprises twenty primary empirical studies classified into four distinct evidence layers: direct cross-national co-design, cross-border comparative implementations, single-jurisdiction regional trials, and non-digital collaborative capacity frameworks alongside ten secondary contextual reviews. Empirical synthesis reveals that international research partnerships move beyond routine tool distribution to establish joint pedagogical co-design, cross-cultural benchmarking, and ethnopedagogical capacity-building networks. At the classroom level, interactive artificial intelligence tools reconfigure young children's imaginative play, expanding multimodal storytelling, foundational technical literacy, and social-emotional scaffolding for neurodiverse learners. However, these pedagogical possibilities exist alongside significant operational obstacles, including widespread educator anxiety regarding technical deskilling, algorithmic surveillance, loss of instructional autonomy, and severe physical infrastructure deficits in low-resource settings. Methodological distribution indicates that single-jurisdiction regional trials constitute fifty-five percent of empirical literature, cross-national comparative implementations account for twenty-five percent, non-digital collaborative capacity initiatives constitute fifteen percent, and direct joint co-design interventions comprise five percent. This synthesis establishes a human-centered, multi-layer framework that links macro-level international collaboration architectures with micro-level classroom interactions, offering researchers, educators, and technology policymakers a structured path to safeguard child agency and relational care within digital learning implementations.]]>
