Impact of AI Companions on Child Development

In the 2001 film A.I. Artificial Intelligence, directed by Steven Spielberg, a boy robot embarks on a quest to become real. This science fiction story explores themes reminiscent of Pinocchio. Among the fascinating technologies in the film is Teddy, an intelligent companion in the form of a teddy bear that can walk, talk, and sense emotions.

Today, a growing number of companies are bringing similar AI companions to life. Though the most advanced AI chatbots are still confined to screens, many startups are developing interactive dolls, action figures, and robots that serve as companions for children. This trend is part of the broader integration of AI into childhood experiences.

AI is increasingly woven into the fabric of young lives. Algorithms suggest what kids should watch or listen to. Chatbots are on hand to answer their curious questions. These technologies become storytellers, helpers with homework, and even friends. Companies are in a race to embed AI in toys, nurseries, classrooms, and homes.

Amid this evolving landscape, author Dana Suskind offers insights in her book Human Raised: Nurturing Connection, Curiosity & Lifelong Learning in the Age of AI. While acknowledging AI’s potential to enhance productivity and learning, she cautions against it displacing essential human interactions in child development. Her initial title for the book, “The Trojan Teddy Bear,” hinted at the risks AI companions pose—appearing cute and helpful while carrying the threat of developmental disruption.

If we want children to be able to connect with each other, we’ll need to ensure they have a human-raised early childhood, says Suskind.

Suskind, a professor at the University of Chicago, is noted for her work helping children with hearing impairments. Her experiences propelled her into neuroscience and social science research, revealing that active interaction with caregivers is crucial for brain development. This led her to establish the TMW Initiative, focusing on enriching children’s communication environments.

While AI introduces revolutionary tools, Suskind warns about its impact on children’s cognitive growth. She fears reliance on AI companions will reduce children’s human interactions, which are vital for learning how to navigate real human relationships. Unlike previous technologies such as television, AI takes on a social role, engaging with kids in ways that can seem human-like.

Research, like that of University of Washington’s Patricia K. Kuhl, supports these concerns. Her “social gate” hypothesis suggests that children’s brains are hardwired to learn through social interaction. Personal engagements engage the brain differently than passive media, making them crucial during formative years.

Suskind points out the risks of social AI systems that act seamlessly human yet fail to provide the nutrients necessary for emotional and social growth. The effortless engagement AI offers, she posits, could leave children unprepared for the realities of personal relationships.

Drawing parallels to ultra-processed foods, Suskind compares AI interactions to synthetic nourishment. She emphasizes the unique complexity of human caregiving, cautioning against rushing to replace it with engineered substitutes.

In Human Raised, Suskind suggests parents shield young children from AI, especially during their early developmental stages when the neural framework is forming. She advises using AI to augment human education while preserving authentic human connections.

Suskind stresses the need for children to develop what she calls “the Human Edge”—skills like critical thinking, creativity, empathy, and resilience—which AI cannot replicate. However, she fears that financial constraints might push families to rely more on AI, thus limiting valuable human interactions and potentially impacting children’s social, emotional, and cognitive growth.

Economist Alex Imas from the University of Chicago supports Suskind’s view. He speculates that as AI takes over more cognitive tasks, future jobs may focus more on human relations, where genuine human traits are valued. Therefore, nurturing human-centric skills in children isn’t just beneficial for social development, it might also prepare them better for an AI-centric job market.