The rise and development of AI in society raises important concerns when it comes to children's cognitive, emotional, and social development; the influx of AI integration is becoming reflected in parenting norms, mainstream media and literature, as well as schools and education systems. We may not see child development the same way again, so it is important we stay ahead of the curve and make intentional decisions about how we want our children to experience AI in their lifetime while we are raising them --- especially while they are very young.
We cannot avoid AI in our lives, and that is not the point. As mental health professionals, it is not our intention to insinuate this. However, it is our responsibility to be informed and help our clients --- parents, children, and families, stay informed, too. If it is impacting human development, then it is certainly our concern as psychological healthcare providers. Because large-scale AI use among children is relatively new, long-term psychological impacts are not yet fully understood. This uncertainty calls for caution, safeguards, and research.
For now, our field is introducing the concept of a child-centered approach to AI. A child-centered approach could emphasize: age-appropriate design, transparent data practices, adult guidance and co-use, limits on emotionally manipulative features, and protection of play, boredom, and real-world connection. We've outlined three key issues to pay attention to, and will expand on them each individually over time in our new series.
1. Cognitive Development and Attention
Children’s brains are still developing critical skills such as sustained attention, frustration tolerance, and problem-solving. AI-driven platforms optimized for speed and personalization, which shortcuts some of these milestones if used excessively. AI games and programs are made to be addictive, stimulating, and release dopamine. Anything so stimulating, fostering impulsivity, has implications even when it comes to dependency and addiction. This may be especially true for children with symptoms of ADHD and teenagers with symptoms of bipolar disorders.
There may be reduced opportunities for children to practice patience, deep thinking, and creative struggle. When answers, entertainment, or feedback are instant, children may have fewer chances to build persistence and independent reasoning. If children rely on AI to complete homework, make decisions, or resolve emotional discomfort, they may struggle to develop autonomy and self-efficacy. Learning how to tolerate uncertainty, make mistakes, and self-soothe are essential developmental milestones that can be undermined by over-reliance on technology.
Lastly: think about the decrease in fresh air and increase in screen-time. Think about the decrease in make believe and increase in gaming. Open-ended play is foundational to emotional regulation, creativity, and social learning. AI-driven entertainment that is overly structured or predictive may limit imaginative exploration, replacing child-led play quintessential to growth.
2. Emotional Attachment and Social Skill Development
Some AI systems are designed to feel responsive, empathetic, or “human-like.” Children, particularly younger ones, may form emotional attachments to AI companions or chatbots, which can blur boundaries between authentic relationships and simulated ones. This interferes with the development of healthy interpersonal skills, empathy grounded in real human feedback, and an understanding of mutual emotional responsibility. Relationships are complex, messy, and take so many years to understand. The vulnerability required means you have to be all-in, and frequently so.
Face-to-face interaction teaches children to read social cues, tolerate discomfort, negotiate conflict, and repair misunderstandings. Increased reliance on AI-mediated play can reduce real-world practice of these skills. Over time, this may contribute to social anxiety, avoidance, or difficulty navigating nuanced human relationships. Children need lots of exposure to other children --- not just getting together to play games and watch screens, but getting together to connect.
Socially, this is also an issue of culture and intersectionality. AI systems reflect the data they are trained on, which may include cultural, racial, gender, or socioeconomic biases. When children interact with biased systems, they may internalize distorted messages about intelligence, worth, or belonging.
3. Data Privacy, Surveillance, and Digital Footprints
Children are especially vulnerable to data exploitation. Many AI systems collect behavioral data such as speech patterns, preferences, emotional responses—often without children understanding consent or long-term consequences. This raises ethical concerns about surveillance, digital profiling, and how early data trails may shape future educational, marketing, or behavioral targeting. Many AI tools are embedded in commercial ecosystems designed to maximize engagement. Children may be especially susceptible to persuasive design, targeted advertising, or subtle nudging behaviors that prioritize profit over well-being. This can shape consumption habits, self-image, and values in ways children cannot critically evaluate. Not to be hyperbolic, but they can be brain-wash victims of a capitalistic culture.
Additionally, we have digital footprints that can follow us for a lifetime. Some philosophers have referred to this as losing the right to be forgotten. Who we are when we are little now follows us until the end. We have a harder time leaving old selves anonymous and growing into new ones. This can cause emotional distress for young people so concerned with identity and reputation --- especially during teen years. Cyberbullying was already a problem for children growing up in the 2000s. When something humiliating happens online, it sticks around. When there are opportunities to craft new ways of humiliation such as fake photos, videos, audios, and texts, it happens. Kids replicate each other's likeness. Plus, when there are ways to bully each other anonymously, the options are taken. Think about how much more prominent it will get, and what will happen to our suicide rates if we don't have safeguards in place, education, and guidance. It is worth noting that it may not seem as grim when the norms change to accept this as the reality --- it may all be normal to them when this time comes. However, it will not be any less painful or traumatic, and we need to be prepared for these experiences ahead of time and prepare our children to go through them.
Note: Questions of Equity and Access Gaps
Some children benefit from AI-enhanced learning tools, such as those with learning disabilities or are in need of extra help that cannot be afforded through private tutoring. Arguments can be made for this broader access to learning. However, others lack access to safe, high-quality technology or adult guidance. They still are not reached, because this is still not a resource they are able to use. On the other hand, some predict that "real life," or "human" experiences will be commodities saved for the upper class, where the lower classes will be the ones flooded with automatic, technological experiences given to them by the public government. For example, children in public schools will be taught entirely electronically, and only children in private schools will receive the right to human contact.
Thank you for reading. Stay tuned as we dive into more of these ideas throughout our new blog series.