The Impact of AI on Children's Development

10/02/24 • 25 min

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The explosion of artificial intelligence exposed many benefits and challenges for children interacting with AI, especially in educational and social contexts.

“The big question becomes whether children can benefit from those AI interactions in a way that is similar to how they benefit from interacting with other people,” says Ying Xu, an assistant professor at the Harvard Graduate School of Education. “So if we talk about learning first, my research, along with that of many others, show that children can actually learn effectively from AI, as long as the AI is designed with learning principles in mind.”

Xu studies the impact of AI on children’s development. She highlights that children can learn effectively from AI when it’s designed with proper learning principles. For instance, AI companions that ask questions during activities like reading can improve children's comprehension and vocabulary. However, Xu emphasizes that while AI can simulate some educational interactions, it cannot fully replicate the deeper engagement and relationship-building that come from human interaction, particularly when it comes to follow-up questions or personalized conversations that are important for language and social development.

“There is the excitement that AI has the potential for personalized learning and to help students develop skills for this AI-driven society. But like many of you, I share the same concerns about the outlook of this, what we call the "AI generation,’” she says. “There are so many questions, we don't have answers yet. When we talk about children's ability to actually find answers and learn on their own, and is using "hey" to command or activate AI makes kids forget about politeness. And perhaps the most worrisome to a lot of people is whether children would become more attached to AI than to the people around them.”

In this EdCast episode, Xu shares what we know so far about how AI impacts children’s development and the importance of AI literacy, where children are taught to understand the limitations and potential misinformation from AI, as well as the need for both developers and educators to promote critical evaluation of AI-generated content.

The explosion of artificial intelligence exposed many benefits and challenges for children interacting with AI, especially in educational and social contexts.

Previous Episode

Teaching the Election in Politically-Charged Times

The 2024 Election is anything but easy to teach in a classroom today where fears range from community backlash, restrictive state policies, and job security. For many teachers, the election is a topic to avoid, but Eric Soto-Shed, lecturer at the Harvard Graduate School of Education, insists we're missing a real opportunity by doing so.

“We’re at a crisis right now in terms of Americans belief in our fundamental democratic system – not for this candidate or that candidate but does the system work...” Soto-Shed says, noting a recent Gallup poll shows only 28 percent of Americans are satisfied with democracy. “I think that’s a tragic number. And I think schools are the place where we can get folks not only engaged in the process, but also connected to the process, believing in the process.”

He sees teacher expertise and classrooms as a place to create a nurturing learning environment for students. Teaching the election can foster civic engagement, as data shows students are more likely to vote and trust democratic processes when educated on them.

“We can't avoid these hard conversations because they're going to happen anyway. It's just a swipe away on a phone or click on the dial. And students are going to be exposed to these rhetoric charged topics, really disparaging comments, different points of view. Why don't we use our schools as a place where we can really have real meaningful deep conversation around differences, around important issues?” he says.

In this episode of the EdCast, Soto-Shed offers strategies for navigating these challenges, such as focusing on critical thinking skills, connecting election topics to broader course themes, and presenting issues factually without heavy bias. Finally, he highlights the emotional and logistical challenges of post-election classroom discussions, particularly during highly contentious election cycles.

Next Episode

Boys & the Crisis of Connection

Drawing from her research and interviews with boys over the past three decades, Niobe Way, a professor of developmental psychology at New York University, reveals how boys in early adolescence express a strong desire for close, emotionally intimate friendships, but as they grow older, societal pressures cause them to suppress these feelings. She calls this a crisis of connection and it’s affecting all of us.

“This crisis of connection is not just for boys and young men. It's with everybody where we're starting to disconnect from our emotional sensitivity, our need for relationships, our need for intimate relationships, not just with a romantic partner, but with friends, as we grow older...” Way says. “Even our notions of maturity, it's the same notions as manhood. It's about being independent, self-sufficient, autonomous, stoic. It's not about being emotional, being sensitive, being able to be mutually supportive with another person.”

This loss of connection along with a culture steeped in toxic masculinity leads to emotional isolation, and contributes to rising rates of anxiety, depression, loneliness, and even mass violence. Often times society blames mental illness for the latter, but Way contends that our need to individualize these problems, rather than seeing them as cultural issues creates a cycle of not listening and blame.

“The point that we're not asking is, why are they having mental health problems? I mean, what's leading them to be that mentally ill? What is leading them to do that? What's causing that? And why are so many young men at this point-- because the numbers are almost every day that we have a mass shooting-- why are there so many high numbers of young men, white, privileged young boys have mental illness? Why?,” Way says. “Once you start asking why, then you start seeing a cultural story of the way we're raising our children. And I'm going to implicate everybody, including me. We are absolutely raising our children to go against their nature by only valuing one side, by valuing academic achievement over kindness.”

In the episode, Way advocates for a rethinking of not only how we raise boys, but all children, stressing the value of fostering emotional intelligence, empathy, and deep connections with others.

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