"At the University of Cambridge's Play in Education, Development and Learning centre, we are conducting a study to understand the impacts of AI toys on children's development and relationships in the early years. Questions about how AI toys respond to children's input are central to this understanding. Do AI toys affirm love and friendship to a child, and what does that mean for the child's human relationships?"
"Do AI toys share children's conversations with parents, or even third parties, and what does this mean for safeguarding and the child's right to privacy? How do AI toys give and interpret social cues, and does this impact the way children socialise with others? It is also important to note as discussed by Mahdawi the likely impact that AI toys will have on the digital divide, where they provide the most privileged children with adult-supervised exposure to AI and improve AI literacy."
Researchers at the University of Cambridge's Play in Education, Development and Learning centre are conducting a study to understand how AI toys affect children's development and relationships in the early years. Central questions include whether AI toys affirm love and friendship, how such responses influence children's human relationships, and whether toys share conversations with parents or third parties, affecting safeguarding and privacy rights. The study examines how AI toys give and interpret social cues and whether that modifies children's socialization. The research also considers how AI toys may widen the digital divide by privileging children with adult-supervised AI exposure, calling for public dialogue to support informed parental decisions.
Read at www.theguardian.com
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