Exploring the Role of Gen-AI Tools and Smart Toys in Early Childhood Education

Abstract

Early childhood represents an important period for the development of a healthy brain, during which the foundations of sensory and perceptual systems critical to language, social, and emotional systems are formed. Research suggests that young children learn best through play; a natural mode of exploration and creativity that serves as a foundation for learning, problem-solving, and communication [1].

Smart toys and Gen-AI tools are increasingly included in early childhood education (ECE) settings across both formal and informal environments [2]. These tools, enhanced with technological elements such as sensors, micro-controllers, or interactive software, offer opportunities for learning and development, creative expression, exploration, and social interaction [2]. These tools and toys cannot serve as a replacement for human relationships and learning opportunities, but they can complement them when used thoughtfully. Some studies indicate improved cognitive outcomes, increased engagement, and the promotion of collaborative and inquiry-based learning, while others have noted potential risks of using such tools in ECE settings [3]. Children under the age of 5 cannot understand the implications of using such toys - including their data being collected or how much trust is appropriate to place in such devices [3]. As the current state of science provides mixed results in this regard, the concrete role and impact of such tools for children and their caretakers requires further investigation. Therefore, this study seeks to answer the research question: How do Gen-AI tools and smart toys contribute to cognitive and social development through play in early childhood?

This project is a small-scale exploratory qualitative study investigating how Gen-AI tools and smart toys contribute to cognitive and social development through play in early childhood (4 to 8 years of age). Using an interdisciplinary framework that draws from cognitive science, education, and human–technology interaction, the study will employ qualitative, design-based, and participatory methods. Planned observations and interviews with children and their caretakers (n=5), and analysis of child–technology interactions will provide insight into how these technologies can support—or potentially hinder—child development.

At the time of writing, this project is still in its early stages and specific selection criteria for participants, as well as data collection and analysis methods, are to be determined. Given the small sample size and early stage of the project, this study serves as a pilot to generate preliminary insights, quantifiable guidelines, and hypotheses to inform future research. Limitations regarding sample size and evolving methodology are acknowledged, and follow-up studies to further validate and expand upon these findings are planned.

References

[1] G. R. Severino, “The Role of Play in Children’s Development,” The Asian Journal of Education and Human Development (AJEHD), vol. 5, 2024. doi: 10.69566/ajehd.v5i1.100.

[2] H. Vartiainen, M. Tedre, and T. Valtonen, “Learning machine learning with very young children: Who is teaching whom?,” Int. J. Child Comput. Interact., vol. 25, p. 100182, 2020. doi: 10.1016/j.ijcci.2020.100182.

[3] S. Kewalramani, G. Kidman, and I. Palaiologou, “Using artificial intelligence (AI)-interfaced robotic toys in early childhood settings: A case for children’s inquiry literacy,” European Early Childhood Education Research Journal, vol. 29, 2021. doi: 10.1080/1350293X.2021.1968458.