Helping children navigate AI: Dr. Rachel Flynn explores developmental risks and opportunities
As artificial intelligence (AI) becomes increasingly embedded in children's everyday lives, a new publication co-written by Associate Professor of Child and Adolescent Development Rachel Flynn argues that developmental science should guide how children learn to understand and use AI.
While public discussions often focus on the risks of children’s AI use, the authors emphasize the importance of understanding children’s developmental capabilities and providing age-appropriate guidance. “Children’s AI Use: Developmental Risks and Opportunities in Early and Middle Childhood” is published in the Journal of Children and Media.
Drawing on research in cognitive development, the article examines how children’s understanding of AI changes from preschool through elementary school. Young children, for example, may attribute human-like thoughts and feelings to AI systems, potentially increasing their trust in inaccurate information. Older children develop stronger critical thinking and reasoning skills but still need guidance evaluating AI-generated information and recognizing when to rely on their own problem-solving abilities.
The authors offer recommendations for AI education and technology design that support children's developing cognitive abilities, including helping children understand AI’s limitations, recognize misinformation and think critically about AI-generated content.
Flynn’s research focuses on how media and technology shape children's physical, social and cognitive development. Her recent work emphasizes the importance of developmentally appropriate AI literacy.