Children are growing up in a world where chatbots and other AI tools are part of everyday life. They may use AI to ask questions, complete homework, create stories, solve puzzles, or imagine the future. For therapists, the important question is not simply how often children use AI. We also need to understand how these tools may influence children’s learning, emotions, relationships, and sense of identity.
Children develop through active engagement with the world around them. Exploring, playing, communicating, moving, making mistakes, solving problems, and building relationships are essential experiences for developing cognitive, social, emotional, motor, and problem-solving skills. These processes require time, effort, curiosity, and direct interaction with other people and the environment.
Generative AI can provide immediate answers and produce stories, images, homework, and solutions. Although this may seem helpful, it can become problematic when AI replaces opportunities for independent thinking, creativity, exploration, and learning through experience. Children may begin to rely on technology rather than developing confidence in their own abilities and ideas.
There are also concerns about children’s ability to evaluate AI-generated information. Chatbots can provide inaccurate or misleading answers while communicating in a confident and friendly manner. Young children may not yet have the critical-thinking skills needed to recognise these limitations. Some may also view chatbots as friends, teachers, or trusted companions, even though AI does not genuinely understand their emotions or experiences.
For these reasons, direct access to generative AI should not be considered appropriate for young children. Early learning should primarily occur through imaginative play, real-world exploration, human relationships, outdoor activities, and hands-on experiences. These experiences cannot be replaced by instant digital interaction.
For teenagers, generative AI may be introduced more cautiously as a supported tool. Its use should involve parental or educational guidance, clear boundaries, privacy protection, and ongoing attention to critical thinking. Teenagers should be encouraged to use AI to support learning, not to replace effort, creativity, communication, or problem-solving.
Just as we have age-based recommendations for screen use, we should also ask: At what age is generative AI appropriate for children, and under what conditions? Clear, evidence-based recommendations regarding appropriate ages, limits, and safe use are still needed.
Until stronger guidance is available, adults should take a cautious approach. Children’s development, wellbeing, creativity, and relationships must come before convenience and technological progress. AI should never replace the human experiences that help children learn, grow, and understand themselves and the world around them.
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Webinar: Generative AI and Children & Teenagers
A practical discussion exploring when AI may be appropriate, how it can affect learning and development, and how parents can introduce it safely and responsibly.
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