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Generative artificial intelligence (AI) is becoming an integral part of children's lives, ranging from voice assistants and social robots to AI-generated storybooks. As children increasingly interact with these technologies, it is essential to consider their implications for developmental outcomes. This Element examines these implications across three interconnected domains: interaction, perception, and learning. A recurring theme across these domains is that children's engagement with AI both mirrors and diverges from their engagement with humans, positioning AI as a distinct yet potentially complementary source of experience, enrichment, and knowledge. Ultimately, the Element advances a framework for understanding the complex interplay among technology, children, and the social contexts that shape their development. This title is also available as Open Access on Cambridge Core.
Generative artificial intelligence (AI) is becoming an integral part of children's lives, ranging from voice assistants and social robots to AI-generated storybooks. As children increasingly interact with these technologies, it is essential to consider their implications for developmental outcomes. This Element examines these implications across three interconnected domains: interaction, perception, and learning. A recurring theme across these domains is that children's engagement with AI both mirrors and diverges from their engagement with humans, positioning AI as a distinct yet potentially complementary source of experience, enrichment, and knowledge. Ultimately, the Element advances a framework for understanding the complex interplay among technology, children, and the social contexts that shape their development. This title is also available as Open Access on Cambridge Core.
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